eKinematics

Based on Least Mastered Competencies in

Kinematics of South Cotabato Learners
© eKinematics Learner’s Module - General Physics I

eKinematics Copyright © Chester Ian S. Pineda, 2023

Certificate No.: 2 0 2 3 – 0 0 1 4 7 - A

Reviewers:
Chive G. Gabasa, PhD.
Christine P. Abo, PhD.
Gayle Grace S. Electores, PhD.
Myra Angelie D. Oliveros, PhD.

About the cover

The T’nalak fiber vertically placed at the left portion of the cover
represents the dynamic and unique differences of South Cotabato
learners. The maroon, white, and red colors that intertwine together to
form patterns signify the co-existence of tri-people in the province:
Lumads, Christians, and Muslims living in harmony. The placement of
computer at the center connotes 21st century learning, with learners being
at the core of the curriculum. As if backing the learners in their
understanding of Kinematics, interactive simulations (ISIMs) in the
backdrop signify ISIMs’ role as key player in understanding of the physical
world. Meanwhile, the atomic structure on the computer represents Least
Learned Competencies—competencies that need to be realized by
learners as they navigate through the learning package.

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 the exploitation of such work for a profit. Such agency or office
may, among other things, impose as a condition the payment of royalties.

Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this activity sheets are owned by their
respective copyright holders. Every effort has been exerted to locate and
seek permission to use these materials from their copyright owners. The
authors do not represent nor claim ownership over them.
© TO THE LEARNER- DREAMWEAVER;

eKinematics
PREFACE
The Department of Education (DepEd), in its National Framework Plan
for Information and Computer Technologies (ICTs) in Basic Education, envisions
an ICT-supported system of quality basic education for all. It is committed to the
appropriate, effective, and sustainable use of ICTs to broaden access and to
improve the quality and efficiency of basic education service delivery.

In line with the ideals of DepEd, this module serves as a supplementary

material for you who engage lessons on Kinematics in General Physics I using the
developed interactive simulations. These tools are designed to promote
interactive learning and foster learner-centered and inquiry-based classroom
environment as expected in the K- 12 curriculum.

Covering the Least Learned Competencies of the Schools Division of South

Cotabato, this module begins with the basic on motion in one dimension and
finishes on two and three- dimensional motion.

Interactive simulations were utilized to present you a real- life linear and
two dimensional motions of objects. These simulations provide you with clear
concepts about motion and could arouse your interests in learning the lesson.

Included in each lesson,

• Learning Goals provide a statement of the learning outcomes
expected of you to accomplish after the discussion.
• Where Are We Headed? describes the overview and scope of the
lesson you are learning.
• Pre– Discussion Questions serve as springboard to lesson proper.
This section of the module lets you draw your observations, insights,
or theory during the motivation part by the teacher using the
interactive simulation.
• Enrichment Activities accompanied by interactive simulations and
GIF files allow you to interact productively with the physics concepts
they are learning.
• Activity Worksheets offer you a wide range of difficulty and exercise
after every end of the lesson both physical understanding and
problem-solving. Many problems are aided with interactive
simulations and GIF files for your better understanding.
• Key Points at the end of each lesson present the key ideas in words,
helping you to review more effectively.

The author knows the fulfillment that comes from the understanding of
the physical world and wishes the student and expects as you set out to capture
these rewards for yourself.

C.I.S.P.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations i

©
eKinematics ABOUT THIS MODULE
Intensified by subsequent calls for supplementary learning materials
in the Senior High School - General Physics I, this digitized learner’s module is
designed to meet the demands of the new curriculum and to face the
challenges of the new normal in education this time of pandemic.

This module plays a significant role in the improvement of learning

resources, thus minimizing the cost of reproducing printed learning material.
With “Go paperless” feature, this eKinematics Learner’s Module presents you
with ready learning package anytime and anywhere you are through the
online answer sheet portal. However, please take note that you are still
required to submit your requirements to your subject teacher, either on a
separate sheet of paper and/or other format according to what are being
asked from you to submit.

Specific lessons in this module constitute the following identified

Least Learned Competencies (LLCs) in Kinematics in the Schools Division of
South Cotabato.
Codes Kinematics: Motion along a Straight Line
STEM_GP12Kin-Ib-15 Interpret velocity and acceleration, respectively, as slopes of
position vs. time and velocity vs. time curves.
STEM_GP12Kin-Ib-16 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_GP12Kin-Ib-17 Solve for unknown quantities in equations involving one-
dimensional uniformly accelerated motion.
STEM_GP12Kin-Ib-19 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.
Kinematics: Motion in 2- Dimensions and 3-Dimensions
STEM_GP12Kin-Ib-22 Deduce the consequences of the independence of vertical and
horizontal components of projectile motion.
STEM_GP12Kin-Ib-23 Calculate range, time of flight, and maximum heights of projectile
motion
STEM_GP12Kin-Ib-26 Solve problems involving two- dimensional motion in contexts such
as, but not limited to ledge jumping, movie stunts, basketball, safe
location during fireworks displays, and Ferris wheels.
STEM_GP12Kin-Ib-27 Plan and execute an experiment involving projectile motion:
Identifying error sources, minimizing their influence, and
estimating the influence of the identified error sources on final
results.

As a learner- dreamweaver, your goal is to weave evident mastery to

above-stated LLCs. You need to realize mastery in Kinematics so to
understand later topics in Physics with greater complexity. Hence, it is for
that reason that this module is developed.

Together, let us continue weaving dreams towards higher scientific

literacy in the province of South Cotabato. Kasama Lahat. Kasali Lahat. Para sa
Lahat.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations ii

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TABLE OF CONTENTS
eKinematics Preface
About this Module
Table of Contents
List of Figures
i
ii
iii
iv
List of Tables v
List of Acronyms v

Page
Pre-Assessment: Sharpen Your Trajectory……………………………... 1

Lesson 1 Let’s Accelerate

Position – Time Graph…..…………………………………. 7
Velocity – Time Graph……………………………………... 8
Acceleration – Time Graph………………………………… 9
Activity 1: Let Us Investigate 9
Navigate Through The Acceleration Interactive
Simulations………………………………………………...... 9
Key Points…………………………………………………… 10
Worksheet 1………………….……………………………… 11

Lesson 2 Finding Missing

Kinematics Equations……………………………………… 14
Activity 2: Let Us Solve the Unknown…………………… 15
Key Points…………………………………………………… 16
Worksheet 2…………………………………………………. 17

Lesson 3 Projectile Motion

Basketball Interactive Simulation………………………… 19
Projectile Motion…………………………………………… 20
The Horizontal Velocity Component…………………….. 21
The Vertical Velocity Component………………………… 21
Trajectory of a Two- Dimensional Motion………………. 21
Equations Related to Projectile Motion…………………... 22
Activity 3: Projectile Motion: Velocity Investigated…….. 22
Activity 4: Shoot the Ball…………………………………… 23
Key Points…………………………………………………… 23
Worksheet 3…………………………………………………. 24

Lesson 4 See It Coming

Trajectory of a Fireworks Shell……………………………. 28
Activity 5: Determining the Range of a Projectile………. 29
Key Points ………………………………………………….. 31
Worksheet 4…………………………………………………. 32

Answer Key ………………………………………………... 34

References……………………………………………..…… 35
About the Author………………………………………….. 36

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LIST OF FIGURES
eKinematics
Figure 1
Figure 2
Acceleration Interactive Simulation………………………….
Accelerated Airplane GIF…………………….….…………….
Page
6
7
Figure 3 Velocity ISIM (D vs T) …………………….………………….. 7
Figure 4 Constant Positive Velocity…………………….……………… 7
Figure 5 Constant Negative Velocity…………………….…………….. 8
Figure 6 Zero Velocity…………………….……………………………... 8
Figure 7 Not Constant Velocity………………………………………… 8
Figure 8 Velocity ISIM (V vs T) …………………………………............ 8
Figure 9 Positive Acceleration………………………………………….. 8
Figure 10 Negative Acceleration……….………………………………... 8
Figure 11 No Acceleration……….…………………….…………………. 9
Figure 12 Accelerating Motion……….…………………………………... 9
Figure 13 V vs T and Corresponding Acceleration Graphs…………… 9
Figure 14 Car ISIMs………………………………….……………………. 10
Figure 15 South Cotabato Jeepney………………………………………. 13
Figure 16 Schematic Figure…………………….………………………… 18
Figure 17 Basketball Interactive Simulation…………………….……… 19
Figure 18 Types of Projectile Motion……………………………………. 20
Figure 19 Horizontal Velocity Component…………………….……….. 21
Figure 20 Vertical Velocity Component…………………….…………... 21
Figure 21 Projectile’s Velocity Components…………………….……… 21
Figure 22 Projectile Motion Formula…………………….……………… 22
Figure 23 Equations Related to Trajectory Motion…………………….. 22
Figure 24 Investigating Projectile’s Velocity…………………….……… 22
Figure 25 Basketball ISIM…………………….…………………………... 23
Figure 26 Lake Sebu Zip Line…………………….……………………… 27
Figure 27 Trajectory of a Fireworks Shell…………………….…………. 28
Figure 28 Experiment Set- Up…………………….……………………… 29
Figure 29 Mt. Parker…………………….………………………………… 33

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LIST OF TABLES
eKinematics
Table 1
Table 2
Table 3
Tabulated Data …………………………………………….....
Rubric Guide …………………….…….……………………..
The Four Kinematics Equations for Horizontal UAM……
Page
11
12
14
Table 4 The Four Kinematics Equations for Vertical UAM……….. 15
Table 5 Rubric for Reflection …………………….…………………... 18
Table 6 Summary of Results …………….…………………….…….. 31
Table 7 Rubric for Reflection …………………….…………………... 33

LIST OF ACRONYMS

GIF Graphic Interchange Format files

ISIM Interactive Simulation
PPT PowerPoint Presentation
UAM Uniform Accelerated Motion

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations v

© PRE- ASSESSMENT General Physics I

eKinematics Sharpen Your Trajectory

Directions: Before navigating through this module, kindly answer this pre-

©
assessment prepared for you. If you have internet connection, you may opt
answering online through the link provided below or answer in a separate sheet as
instructed by your teacher. Choose the best answer. Good luck!

eKinematics
________1. What does a slope of position (x) vs. time (t) graph represent?
a. speed
b. velocity
c. acceleration
d. displacement

________2. Which of the following graphs shows constant acceleration?

a. c.

b. d.

________3. Which of the following graphs represents constant velocity?

a. c.

b. d.

For items 4-6. During the lockdown, Blaise learned how to play Among Us with
his sisters. Using the graph, describe how he controlled the Crewmate's motion
to complete its tasks around the map.

Position vs. Time Graph

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© PRE- ASSESSMENT General Physics I

eKinematics
________4. Which of the following best describes the Crewmate's motion from
3 s to 5 s?

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a. at rest
b. moving with constant velocity
c. moving with zero acceleration

eKinematics
d. moving with constant acceleration

________5. Which time interval does the Crewmate possess the greatest
magnitude of velocity?
a. 2s to 3s c. 9s to 11s
b. 5s to 9s d. 12s to 13s

________6. What is the velocity of the Crewmate from 11 s to 12 s?

a. 11 m/s c. 1m/s
b. 10 m/s d. zero

The graph describes the Impostor’s motion as he tries to sabotage an innocent

Crewmate in an online game called Among Us.

Velocity vs. Time Graph

________7. Which of the following is the maximum acceleration acquired by the

Impostor?
a. 1 m/s2 c. 3 m/s2
b. 2 m/s 2
d. 4 m/s2

________8. Which of the following is true about an object that is uniformly

accelerating?
a. The velocity of the object is constant.
b. The displacement of the object is constant.
c. The velocity is changing by the same amount each second.
d. The acceleration is changing by the same amount each second.

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© PRE- ASSESSMENT General Physics I

eKinematics
________9. Which of the following describes the final velocity of an object if the
acceleration is zero?
a. zero
b. equal to the initial velocity

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c. lesser than the initial velocity
d. The acceleration is changing by the same amount each second.

eKinematics
________10. Which of the following objects do NOT undergo acceleration?
a. A motorcycle starting to move
b. A jeepney that comes to a complete stop
c. A car with constant speed on a circular track
d. A car moving at 60 km/h along a straight path

________11. What is the average speed of a horse that gallops a distance of

10 km in 30 minutes?
a. 10 km/h c. 30 km/h
b. 20 km/h d. 40 km/h

________12. What is the acceleration of a car that maintains a constant

velocity of 100 km/h in 10s?
a. 0 km/h/s c. 10 m/s/s
b. 10 km/h/s d. 1000 km/h/s

________13. A heavy object and a light object are dropped simultaneously from
the same height. If the air resistance is to be neglected, which of the
following statements is true?
a. The heavier object reaches the ground later than the lighter
object
b. The heavier object reaches the ground sooner than the lighter
object.
c. The heavier object reaches the ground 10 seconds after the
lighter object.
d. The heavier object reaches the ground at the same time as
the lighter object.

________14. Which of the following is true when a stone thrown vertically

upward reached the highest point of its path?
a. The velocity is zero and the acceleration is zero
b. The velocity is zero and the acceleration is -9.8 m/s2
c. The velocity is about -9.8 m/s and the acceleration is zero
d. The velocity is about -9.8 m/s and the acceleration is -9.8
m/s2

For items 15-17, choose the best description of the object’s motion from the
following options:
a. speeding up towards the positive direction
b. speeding up towards the negative direction
c. slowing down towards the positive direction
d. slowing down towards the negative direction

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© PRE- ASSESSMENT General Physics I

eKinematics
________15. A car with a velocity of + 10 m/s and acceleration of -2 m/s2

________16. A motorcycle with an initial velocity of -4 m/s and final velocity of –

10 m/s after 2 s

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________17. A car with an acceleration of -4 m/s2 and a final velocity of -12 m/s

eKinematics
________18. What is the acceleration of a stone thrown upward?
a. It is greater than that of the stone thrown downward.
b. It is the same as that of a stone thrown downward.
c. It is lesser than that of a stone thrown downward.
d. It becomes zero until it reaches the highest point.

________19. A ball was thrown upward and caught when it comes back down.
Neglecting air resistance, what is the magnitude of its velocity when
caught?
a. It is more than the initial velocity.
b. It is less than the initial velocity.
c. It is equal to the initial velocity.
d. It is zero.

________20. A ball is thrown with a horizontal velocity of 10 m/s. Two seconds

later, what is the value of its horizontal velocity?
a. 20 m/s b.10 m/s c. 5 m/s d. zero

________21. Which of the following describes an object in free fall?

a. constant velocity
b. constant acceleration
c. increasing acceleration
d. decreasing acceleration

________22. Ignoring air resistance, what happens to the velocity of an object

falling toward the surface of the earth?
a. constant c. increasing
b. decreasing d. none of the above

________23. A projectile is thrown into the air at 50 degrees and lands on a

target at the same level the projectile started. Which angle of throw
will allow the projectile to attain the same range?
a. 40 degrees c. 55 degrees
b. 45 degrees d. 60 degrees

________24. A baseball is thrown by the center fielder (from shoulder level) to

home plate where it is caught (on the fly at an equal shoulder level)
by the catcher. At what point is the ball's speed at a minimum? (air
resistance is negligible)
a. speed is constant during entire trajectory
b. just after leaving the center fielder's hand
c. just before arriving at the catcher's mitt
d. at the top of the trajectory

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 4

© PRE- ASSESSMENT General Physics I

eKinematics
________25. A bullet is fired horizontally from a gun. At the same time and from
the same height, a bullet is dropped. If we neglect the effects of air
resistance, how will the time the two bullets spend in the air
compare?

©
a. the bullet that is fired will spend less time in the air, hitting the
ground first.
b. there is not enough information to determine this.

eKinematics
c. both bullets will spend the same amount of time in the air,
hitting at the same time.
d. the bullet that is fired will spend longer in the air, hitting the
ground after the dropped bullet.

Adopted from:
Ole, Faith Celeste B. and Gallos, Marilou R. (2021). Physics Concept Test in Kinematics
for Senior High School General Physics I

Go Paperless; Submit Your Answers Online!

Click the Google Form here: https://forms.gle/k5Ag7eEREmSVPQfU6

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 5

© General Physics I

eKinematics
©
Figure 1:
Acceleration
Interactive
Simulation
(ISIM)
eKinematics
We already have learned about (i) Units, (ii) Physical Quantities, (iii) HOW FAR IS TOO FAR?
Measurement, (iv) Graphical Presentation, (v) Linear Fitting of Data, and This interactive simulation
(Figure 1) shows the motion of a
(vi) Vectors. Now, we are beginning the study of physical world with car based on the starting
Kinematics, the part of mechanics that enables us to describe motion. acceleration set by the user. As
In this lesson we will recognize physical situations by understanding the car travels certain distance
the slopes of position vs. time, velocity vs. time, and acceleration vs. in every time interval, the
Velocity versus Time graph is
time graphs of a moving body.
shown for quantitative analysis.
Learning competencies:
• Interpret velocity and acceleration, respectively, as slopes of position vs. time
and velocity vs. time curves;
• 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.
Codes: STEM_GP12Kin-Ib-15 ; STEM_GP12Kin-Ib-16

Where are we headed?

Consider navigating the Acceleration ISIM with your desired value for its starting
acceleration, then click on ‘Start’. Observe the car’s motion as it plots a line on velocity versus
time graph. Now double the previous value. What do you notice on car’s motion relative to
different acceleration?
In this lesson, acceleration will be defined, its unit of measurement, and how to measure
the acceleration of moving objects.

Learning Goals
At the end of this lesson, the students should be able to:
• interpret graphs of position vs. time and velocity vs. time;
• construct velocity vs. time and acceleration vs. time graph corresponding
to a given situation; and
• solve problems involving acceleration motion graphs.

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© LESSON 1 LET’S ACCELERATE General Physics I

eKinematics Pre- Discussion Questions

©
1. What should be the motion of an airplane preparing for takeoff?
________________________________________________________________
________________________________________________________________

eKinematics
________________________________________________________________

2. Identify which figure below corresponds to the following motion: Constant,

Accelerating, & Decelerating. (Assume that every dot represents the new
position of an airplane after each second)

Figure 2:
Accelerated
Airplane GIF. (Your
teacher flashes the
lecture slides, showing
airplane’s motion as
shown)

_______________ _______________ ________________

Clarifying Concepts
POSITION – TIME GRAPH

An object’s motion can be represented by a position-time graph (See Figure 3). In this
Velocity ISIM (D vs T), 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.

Figure 3:
Velocity ISIM
(D vs T)

You must take note that the slope of the line in a position – time graph has
descriptive implications with regards the object’s velocity as shown in the figures that
follow.

Figure 4:
Constant In Figure 4, the graph shows the object is moving at constant
Positive positive velocity. This explains further that as the time
Velocity increases the distance also increases with time.

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© LESSON 1 LET’S ACCELERATE General Physics I

eKinematics
Figure 5:
Constant In Figure 5, the graph shows object is moving at constant negative

©
Negative velocity.
Velocity

eKinematics
In Figure 6, the graph shows the object is at rest, it has zero
Figure 6: velocity.
Zero Velocity

In Figure 7, the graph shows the object is moving with varying

speed. It means that the velocity is not constant. The
Figure 7:
Not object is accelerating.
Constant
Velocity

VELOCITY – TIME GRAPH

An object’s motion can be represented by a velocity-time graph (See Figure 8). In this
Velocity ISIM (V vs T), 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.

Figure 8:
Velocity ISIM
(V vs T)

You must take note that the slope of the line in a position – time graph
corresponds to acceleration.

In Figure 9, the graph shows the object is moving at positive

Figure 9:
Positive acceleration.
Acceleration

Figure 10: In Figure 10, the graph shows the object is moving at constant
Negative
Acceleration negative acceleration.

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© LESSON 1 LET’S ACCELERATE General Physics I

eKinematics
Figure 11:
No
In Figure 11, the graph shows the object has constant velocity.
Hence, it is not accelerating.

©
Acceleration

eKinematics
Figure 12: In Figure 12, the graph shows the object with varying speed. It
Accelerating
Motion
means that the velocity is not constant. The object is
accelerating.

ACCELERATION – TIME GRAPH

An object’s motion can be represented by an acceleration-time graph (See Figure 13).

Acceleration – time graph shows the acceleration plotted against time for a particle
moving in a straight line. The graph plots acceleration values on the y-axis and time
values on the x-axis. Acceleration
Velocity

Figure 13:
Velocity vs
0

Time and the Time

corresponding
acceleration
graphs
Time
The slope of the acceleration graph represents a quantity known as a jerk. Jerk is the
rate of change of acceleration.

Enrichment Activities
Activity 1 LET US INVESTIGATE
Objectives:
1. Describe graphs for position vs time and velocity versus time using the ISIMs
and GIF files;
2. Qualitatively interpret motion graphs from given position vs. time-graph and
velocity vs. time graph and vice versa.

Navigate Through The ISIMs

What to do:
• Navigate the Velocity (D vs T) ISIM. Input value for the velocity. Observe what
happens to the D vs. T graph;
• Input value for Acceleration (V vs T) ISIM. Click on ‘Start’. Observe what
happens to the V vs. T graph; and
• Answer the guide questions that follow.

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© LESSON 1 LET’S ACCELERATE General Physics I

eKinematics
Figure 14: These
ISIMs engage you
with interactive
simulations that

©
investigate the
acceleration of a
moving car. The
car accelerates

eKinematics
by an amount
dependent to the
values set by you.
As the car travels,
the time lapsed,
velocity, and
distance are
shown. The
velocity a car
covers per unit
time is also
displayed on
Velocity versus
Time graph for
quantitative
analysis.

Guide Questions:

What do you notice on the distance travelled each second by the car?
_______________________________________________________________________
_______________________________________________________________________

What can you describe about the graph of distance travelled per unit time of the car?
_______________________________________________________________________
_______________________________________________________________________

How do you describe the speed of the car at different time intervals?
_______________________________________________________________________
_______________________________________________________________________

What does a straight line on a velocity- time graph indicate?

_______________________________________________________________________
_______________________________________________________________________

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• Key Points
1. For the position versus time graph of uniformly accelerated motion, its slope
corresponds to acceleration.
2. Acceleration – Time (A-T) graph tells about an object’s velocity the same way
velocity vs time graph tells about an object’s position. The slope of A-T graph
represents a quantity known as jerk.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 10

© LESSON 1 LET’S ACCELERATE General Physics I

Worksheet #1: LET’S ACCELERATE

eKinematics
NAME: ____________________________________________ Date: __________________

©
Grade & Section: ____________________________________ Score:_________________

Directions: Answer the following questions independently. Use the graphs below to supply

eKinematics
letter/s of your answer on the box. (30 points)

I. Match the Graph. List all the graphs that match the following criteria. Assume that UP is
the positive y direction, DOWN is the negative y direction.

a) If the displacement graph looks like this, the velocity is negative. ___________________
b) If the displacement graph looks like this, the acceleration is negative. _______________
c) If the acceleration is zero, the velocity graph could look like this. ____________________
d) If the velocity is zero, the displacement graph could look like this. ___________________
e) This graph illustrates a displacement graph of slow down. ________________________
f) A ball is thrown up in the air. Part of the velocity graph looks like this. _______________
g) A ball rolls up a ramp. The displacement graph looks like this. _____________________
h) A ball rolls down a ramp. The acceleration graph looks like this. ____________________

II. Graph It. Construct distance-time graphs from given tabulated data and answer the
following guide questions.

1. Plot the tabulated data (distance versus time, d vs t)

2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points.

Table 1. Tabulated Data

Distance (m) 0 10 25 60 125 180

Time (s) 0 2 4 6 8 10

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© LESSON 1 LET’S ACCELERATE General Physics I

eKinematics
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eKinematics
Guide Questions:
1. What is the average velocity of the object?
__________________________________________________________
2. What is the acceleration of the object between t = 2 s to t = 6 s?
__________________________________________________________
3. Does the graph show the object is moving with varying or constant speed?
__________________________________________________________
4. Based on your graph, is the object’s acceleration constant, decelerating, or
accelerating? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
Table 2. Rubric Guide

Rubric for Guide Questions 3 and 4

3 2 1

Explanations are Explanations are Explanations are

conceptually correct conceptually correct and conceptually incorrect.
and complete. incomplete.

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e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 12

© General Physics I

eKinematics
©
Figure 15:
South
Cotabato
Jeepney

eKinematics
Just as velocity describes the rate of change of position with DID YOU KNOW? South Cotabato
time, acceleration describes the rate of change of velocity with time. Jeepney (Figure 15) has long been
In this new lesson, you will recognize equations involving one- existent in the province since
1942. It was only in 2007 that the
dimensional uniformly accelerated motion and find the unknown
Land Transportation Franchising
quantities in given situations. and Regulatory Board (LTFB) –
Regional Office ordered transition
Learning competencies: to modernized transportation with
• Solve for unknown quantities in equations involving one- buses and vans we ride on now.
dimensional uniformly accelerated motion; and
• 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.

Codes: STEM_GP12Kin-Ib-17 ; STEM_GP12Kin-Ib-19

Where are we headed?

Like remembering the now missing jeepneys of South Cotabato, consider two
jeepneys with velocities of 120 km/h. The jeepney may reach twice as quickly the
second jeepney or accelerates gradually while the other’s acceleration varies.
In this lesson, equations involving one- dimensional uniformly accelerated
motion will be ventured, and problems relating to constant acceleration will be
solved.

Learning Goals
At the end of this lesson, the students should be able to:
• describe uniformly accelerated motion (UAM) by eliciting prior knowledge on
horizontal and vertical motion;
• solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion; and
• raise awareness on importance of vehicular speed instruments to road safety

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© LESSON 2 FINDING MISSING General Physics I

eKinematics Pre- Discussion Questions

1. Do heavier objects fall faster than lighter ones when starting from the same
position? Why?

©
________________________________________________________________
________________________________________________________________
________________________________________________________________

eKinematics
2. Is the rate of acceleration due to gravity the same for all objects on Earth?
Explain.
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What does it mean when objects fall at the rate of 9.8m/s2? Explain.
________________________________________________________________
________________________________________________________________
________________________________________________________________

Clarifying Concepts
KINEMATICS EQUATIONS

The Kinematics Equations are a set of four equations that can be utilized to predict
unknown information about an object's motion if other information is known. The
equations can be utilized for any motion that can be described as being either a
constant velocity motion (an acceleration of 0 m/s/s) or a constant acceleration
motion.

Table 3. The Four Kinematics Equations for UAM in Horizontal Dimension

Variables contained
Equation
Equation
Number d vi vf t a

𝑣! + 𝑣# ✖
1 𝑑=# (𝑡 ✓ ✓ ✓ ✓
2
2 𝑣# = 𝑣! + 𝑎𝑡 ✖ ✓ ✓ ✓ ✓

1 ✓
3 𝑑 = 𝑣! 𝑡 + 𝑎𝑡 $ ✓ ✓ ✖ ✓
2
4 𝑣# $ = 𝑣! $ + 2𝑎𝑑 ✓ ✓ ✓ ✖ ✓

Aristotle thought that heavy objects fall faster than light ones, in proportion to their
weight. Galileo Galilei argued that a body should fall downward with an acceleration that
is constant and independent of the body's weight and composition. This means that
heavy or light objects will fall at the same time when allowed to drop from the same
height neglecting air resistance.

Free Fall is an example of a uniformly accelerated motion. When an object falls under
the influence of gravity alone then it is in a state of free fall.

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© LESSON 2 FINDING MISSING General Physics I

eKinematics Near the surface of the earth, the acceleration due to gravity can be taken as a
constant: g= -9.81 m/s2 (directed downward). At this stage, we shall also neglect air
resistance. Thus, we can take gravity as the only influence on an object in “free fall”.

©
Problems in "Free Fall" include object thrown upward that reaches a certain height
before falling down. For cases like these, we have to be very careful with positive and
negative signs for the vertical motion.

eKinematics
Table 4. The Four Kinematics Equations for UAM in Vertical Dimension

Equation Number Equation

𝑣! + 𝑣#
1 𝑦=# (𝑡
2

2 𝑣# = 𝑣! + 𝑔𝑡

1
3 𝑦 = 𝑣! 𝑡 + 𝑔𝑡 $
2

4 𝑣# $ = 𝑣! $ + 2𝑔y

Remember
• An object dropped from an elevated height
a. initial velocity equal to zero (vi = 0)
b. distance travelled can be calculated using d = ½ gt2
c. displacement can be calculated using d= -½ gt2

• An object thrown vertically downward

a. initial velocity is not equal to zero (vi ≠ 0)
b. final velocity as it reached the ground is vf = vi – gt
c. The distance travelled is calculated using the equation d = vft - ½gt2

• If an object is thrown vertically upward then fall down

a. Initial velocity is not equal to zero (vi ≠ 0)
b. The velocity of its maximum height is equal to zero.
c. The distance travelled in going up is equal to the distance covered in going
down.
d. The time spent in its upward motion is equal to the time spent in its downward
motion, hence, the total time of flight is equal to t = 2t.

Enrichment Activities
Activity 2 LET US SOLVE THE UNKNOWN
Objective:
1. Practice solving for the unknown quantities involving kinematic equations using
guided sample problems.

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© LESSON 2 FINDING MISSING General Physics I

SAMPLE PROBLEM 1: A truck slows down from a speed of 35.0 m/s to rest in 7.00 s.

eKinematics How far did it travel in that time?

Solution:

©
vi = 35.0 m/s vf = 0 m/s t = 7.00 s d=?

The truck travelled 122.5 m.

eKinematics
SAMPLE PROBLEM 2: A person plays a badminton and hit the shuttlecock upward into
the air with an initial velocity of 25.0 m/s. (a) How high it goes; (b)
How long the shuttlecock is in the air before it can reach the
opponent’s court.
Solution:
Given: 𝑣𝑖=15.0 𝑚/𝑠
Note that as the ball rises, its speed decreases until it reaches the highest point,
where its speed is zero for an instant, then it descends with increasing speed.

a) To determine the maximum height, we calculate the position of the ball when its
velocity equals zero.
𝑣𝑓2 = 𝑣𝑖2−2𝑔𝑦
𝑦 = 𝑣𝑓2−𝑣𝑖2 / 2𝑎
𝑦 = [0 𝑚/𝑠−(25.0𝑚/𝑠)2 ] / [2(−9.81𝑚/𝑠2)]
𝑦 =31.81 𝑚
The ball reaches a height of 31.81 m.

b) To get the time the ball is in the air, we have

𝑦 = 𝑣𝑖𝑡 − 1/2𝑔𝑡2
0 = (15.0 𝑚/𝑠)𝑡 − 1/2(9.80 𝑚/𝑠2)𝑡2
(15.0 𝑚/𝑠) − 4.90 𝑚/𝑠2𝑡 )𝑡 = 0
𝑡 = 0 ; 𝑡 = (15.0 𝑚/𝑠) / 4.90 𝑚/𝑠2) =3.06 𝑠

The ball is in the air for 3.06 s.

• Key Points
1. For the position versus time graph of uniformly accelerated motion, its slope
corresponds to acceleration.
2. Acceleration – Time (A-T) graph tells about an object’s velocity the same way
velocity vs time graph tells about an object’s position. The slope of A-T graph
represents a quantity known as jerk.

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© LESSON 2 FINDING MISSING General Physics I

Worksheet #2: FINDING MISSING

eKinematics
NAME: ____________________________________________ Date: __________________

©
Grade & Section: ____________________________________ Score:_________________

eKinematics
Directions: Answer the following questions independently. Show your complete solutions.
Draw a box around your answers. Good luck! (30 points)

I. Problem Solving

1. An airplane accelerated uniformly from rest at the rate of 6.25 m/s2 south for
15 s. What final velocity did it attain?
2. Larry is driving his sports car down a four-lane highway at 60 m/s. He overtakes
a slow-moving dump truck. If he can accelerate at 7.5 m/s2, how long will it take
for him to reach the speed of 100 m/s?
3. Suppose that a ball is dropped from a tower 70.0 m high. How far will it fall after
3.00 s?
4. John throws a ball upward into the air with an initial velocity of 15.0 m/s.
a. Determine how high it goes, and
b. How long is the ball in the air before it comes back to his hand.

II. Pick the Kinematics Equations

Pick the appropriate equation or set of equations to use. (You can solve the word
problems if you wish. Use g=10 m/s2) :

a) vf , v0, a, and x0 are known. xf is

desired ______________________
_______________________________
b) xf , x0, a, and t are known. v0 is
desired ______________________
____________________________
____________________________
c) A car is moving to the right with an initial speed of 60 mph. When it passes the
point x = 0 the driver hits the break pedal. How long does it take the car to come
to a stop? _________________________________________________________
d) A ball is dropped from rest at a height of 10 m. What is the velocity of impact
when it hits the ground? _____________________________________________
e) A ball is tossed up in the air. It takes 5 s for it to reach its final height. What was
its speed when it was launched? ______________________________________

III. Egg Drop Problem

You have an egg and are standing atop a Libertad National High School – Senior High
School building with height h. Your handsome Physics teacher is walking at ground level
below you, at a constant speed vp toward the building. You wish to drop the egg, starting at
rest, at the perfect time so that it lands atop the teacher’s head. How far away from the

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© LESSON 2 FINDING MISSING General Physics I

eKinematics
Figure 16:
building should your teacher be when you drop the egg? Assume that h is the vertical
distance between the initial height of the egg and the top of the professor’s head.

©
Schematic
Figure

eKinematics
Guide Questions

a) List all the knowns and the desired variable: _______________________________

b) Which kinematics equations should you use? ______________________________
c) Solve for the desired variable algebraically in terms of all the knowns:
___________________________________________________________________
___________________________________________________________________
d) Plug in the following variables and solve for the desired variable:
vp = 0.05 m/s, h= 40m
___________________________________________________________________
___________________________________________________________________

Reflection

Speedometer, instrument that indicates the speed of a vehicle, usually combined with
a device known as an odometer that records the distance traveled. The speedometer and
odometer are useful features in all vehicles, helping drivers to measure their pace and
estimate the distances they travel. They give important information to the drivers, helping
them to make decisions that can affect their travel.
If speedometers and odometers were not invented, what do you think would happen to
road situations and safety in general? Write your 5-sentence answer in a separate sheet
of paper.

Table 5; Rubric for Reflection

Rubric for Reflection
3 2 1
Practical application is Practical application is Practical application
scientifically explained scientifically explained is explained consistent to
consistent to the concepts, consistent to the concepts, the concepts but with
and has no but with minimal misconceptions.
misconceptions. misconceptions.

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e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 18

© General Physics I

eKinematics
Figure 17:
Basketball

©
Interactive
Simulation

eKinematics
In previous lessons, we studied simple straight- line motion— CAN YOU BE THE M.V.P.? This
linear motion. We distinguished between motion with constant interactive simulation (Figure 17)
velocity, such as a car travelling in straight line motion, and engages you into the nature of
accelerated motion, such as an object falling vertically under the projectile motion. You can set for
the launch angle, launch speed of
influence of gravity. Now we extend these ideas to nonlinear the ball, and the trajectory is
motion—motion along a curved path. displayed.
We’ll notice that the velocity of a thrown ball at any instant has
two independent “components” of motion—what happens
horizontally is not affected by what happens vertically.

Learning competencies:
• Deduce the consequences of the independence of vertical and horizontal
components of projectile motion; and
• Calculate range, time of flight, and maximum heights of projectile motion.

Codes: STEM_GP12Kin-Ib-22 ; STEM_GP12Kin-Ib-23

Where are we headed?

Refer the Basketball ISIM in Figure 17 as a game platform. Observe that the
moment a ball is thrown up the ring, its motion’s path is shown. This ISIM enables
you to alter values for the launch angle and launch speed of the ball. The trajectory,
speed, and angle of release are displayed.
In this lesson, projectile motion will be investigated, its components and the
consequences that go with it.

Learning Goals
At the end of this lesson, the students should be able to:
• describe motion in two- dimensions using the Basketball Interactive Simulation;
• investigate the components of a projectile motion; and
• calculate range, time of flight and maximum heights of projectiles;

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© LESSON 3 PROJECTILE MOTION General Physics I

eKinematics Pre- Discussion Questions

1. What geometric figure was formed on the path of the ball in a Basketball ISIM
as shown in Figure 17?

©
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

eKinematics
2. Why do you think the projectile path of the ball is parabolic?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Simple Recall: List four (4) sports games that show two – dimensional motion.
_________________________________________________________________
_________________________________________________________________

Clarifying Concepts
PROJECTILE MOTION

Projectile motion is a form of motion where an object moves in a bilaterally symmetrical,

parabolic path. The path that the object follows is called its trajectory. Projectile motion
only occurs when there is one force applied at the beginning on the trajectory, after
which the only interference is from gravity.

Objects that are projected from, and land on the same horizontal surface will have a
vertically symmetrical path.

Figure 18:
Types of
Projectile
Motion

The time it takes from an object to be projected and land is called the time of flight. This
depends on the initial velocity of the projectile and the angle of projection. When the
projectile reaches a vertical velocity of zero, this is the maximum height of the projectile
and then gravity will take over and accelerate the object downward.

The horizontal displacement of the projectile is called the range of the projectile, and
depends on the initial velocity of the object

Forces involved on a projectile are drag, object’s weight, wind and lift due to spinning
motion.

Objects with reasonable mass moves with lower speed. Objects with higher speed and
forces becomes a significant factor, the idealized model for projectile model could not

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© LESSON 3 PROJECTILE MOTION General Physics I

anymore fit. This is also true for lighter objects due to influence of external forces

eKinematics which could affect the movement of the ball. Therefore, idealized model considers
weight as the only force.

©
THE HORIZONTAL VELOCITY COMPONENT
Figure 19:

eKinematics
Horizontal
Velocity
Component

The horizontal velocity NEVER changes, covers equal displacements in equal time
periods. This means that the initial velocity equals the final horizontal velocity

In other words, the horizontal Gravity DOES NOT work

velocity is CONSTANT. But WHY? horizontally to increase
or decrease the velocity.

THE VERTICAL VELOCITY COMPONENT

Figure 20:
Vertical The vertical velocity CHANGES (due to gravity), does NOT
Velocity cover equal displacements in equal time periods.
Component

The magnitude and direction vary. As the projectile moves

up the magnitude decreases and its direction is UPWARD.

As it moves down the magnitude increases and the

direction is DOWNWARD.

TRAJECTORY OF A TWO-
DIMENSIONAL MOTION

Figure 21:
Projectile’s Together, the horizontal
Velocity
Components and vertical components
produce what is called a
trajectory (Figure 21).
This path is parabolic in
nature.

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© LESSON 3 PROJECTILE MOTION General Physics I

eKinematics
Figure 22:
EQUATIONS RELATED TO PROJECTILE MOTION

Where;

Vx = Velocity along x-axis

©
Projectile
Motion
Vy = Velocity along y-axis
Formula t = Time taken
Vxo = Initial velocity along x-axis

eKinematics
Vyo = Initial velocity along y-axis
g = Acceleration due to
gravity

Where;
Figure 23:
Equations
Related to Vo = Initial Velocity
Trajectory sin2q = Component along y-
Motion
axis
cos2q = Component along x-
axis
g = Acceleration due to
gravity

Enrichment Activities
Activity 3 PROJECTILE MOTION: VELOCITY INVESTIGATED
Objectives:
1. Investigate projectile’s velocity using the understanding of motion in two-
dimensions; and
2. Explain the concept or idea behind by deducing the consequences of the
independence of vertical and horizontal components of projectile motion.

Study the figure below and answer “KNOW YOUR WHYs” that follows.

Figure 24:
Investigating
Projectile’s
Velocity

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© LESSON 3 PROJECTILE MOTION General Physics I

eKinematics KNOW YOUR WHYs

Using Figure 24, explain the consequences of the independence of vertical and
horizontal independence of vertical and horizontal components of projectile motion.

©
1. Why vertical velocity decreases on the way upward?
______________________________________________________________________
______________________________________________________________________

eKinematics
2. Why horizontal velocity is constant?
______________________________________________________________________
______________________________________________________________________

3. Why no velocity at the top of the trajectory?

______________________________________________________________________
______________________________________________________________________

4. Why vertical velocity increases on the way down?

______________________________________________________________________
______________________________________________________________________

Activity 4 SHOOT THE BALL

Figure 25: Using the
Basketball
ISIM Basketball
ISIM, describe
how the
following
factors affect
the range of a
projectile.

1. Angle : _________________________________________________________
2. Initial Speed: _____________________________________________________
3. Height: _________________________________________________________

Conclusion:
__________________________________________________________________________
__________________________________________________________________________

• Key Points
1. The projectile motion is an object that is initially thrown upward, horizontally,
or in any angle into the air and continues to move on its trajectory as acted up
solely by gravity.
2. Gravity affects the y component of velocity and not the x- component of
velocity because of the direction of the force of gravity.

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© LESSON 3 PROJECTILE MOTION General Physics I

Worksheet #3: PROJECTILE MOTION

eKinematics
NAME: ____________________________________________ Date: __________________

©
Grade & Section: ____________________________________ Score:_________________

eKinematics
Directions: For each question below, think about each answer. Determine whether or not
it correctly describes some aspect of projectile motion. (50 points)

Part I. Which of the following statements are TRUE of the horizontal motion of projectiles?
Encircle all the letters that apply.

a. There is no horizontal velocity in a projectile.

b. A rightward component of acceleration follows a rightward component motion in

a projectile.

c. Changes by 9.8 m/s each second happen in horizontal velocity of a projectile .

d. A projectile with a horizontal component of motion will have a constant horizontal

velocity.

e. The horizontal velocity of a projectile is 0 m/s at the peak of its trajectory.

f. The horizontal velocity of a projectile is unaffected by the vertical velocity; these

two components of motion are independent of each other.

g. Time of flight and the initial horizontal velocity are dependent to the horizontal
dis- placement of a projectile.

h. The final horizontal velocity must have always an equal value with the initial
horizontal velocity.

i. The horizontal velocity decreases as a projectile rises towards the peak of its
trajectory; its horizontal velocity decreases as it falls from the peak of trajectory.

j. Suppose a projectile launched from ground level at a fixed launch speed and a
variable angle and landing at ground level. As the angle of launch is increased
from 0 degrees to 90 degrees, the horizontal displacement (i.e., the range) of
the projectile will always increase.

k. If a projectile is launched from ground level at a fixed launch angle and a variable
launch speed and landing at ground level, the horizontal displacement (i.e., the
range) of the projectile will always increase as the launch speed is increased.

Part II. Which of the following statements are TRUE of the vertical motion of projectiles?
Encircle all letters that apply.

a. A constant value of 9.8 m/s is the vertical component of a projectile's velocity.

b. In a projectile, the vertical component is constant.

c. Projectile's velocity in the vertical component is changing.

d. In a projectile, the vertical component changes at a constant rate.

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© LESSON 3 PROJECTILE MOTION General Physics I

e. In a projectile, an upward component of acceleration follows an upward

eKinematics f.
component of motion.

In a projectile, a downward component of motion will have a downward

component of acceleration.

©
g. 9.8 m/s each second is the change in magnitude of the vertical velocity of a
projectile.

eKinematics
h. Zero is the vertical velocity of a projectile at the peak of its trajectory.

i. Horizontal velocity does not affect the vertical velocity of a projectile; these two
components of motion are independent of each other.

j. The final vertical velocity of a projectile is always equal to the initial vertical velocity.

k. At the peak of the trajectory, the vertical acceleration of a projectile is 0 m/s2..

l. The vertical acceleration will decrease as a projectile rises towards the peak of its
trajectory; as it falls from the peak of its trajectory, its vertical acceleration will de-
creased.

m. The vertical acceleration is directed upward as a projectile rises towards the peak
of its trajectory; as it falls from the peak of its trajectory, its vertical acceleration is
directed downward.

n. The peak height of a projectile is dependent upon the initial vertical velocity.

o. The vertical velocity will decrease as a projectile rises towards the peak of its
trajectory; as it falls from the peak of its trajectory, its vertical velocity will
decrease.

p. Consider a projectile launched from ground level at a fixed launch speed and a
variable angle and landed at ground level. If the angle of launch is increased from
0 degrees to 90 degrees, the vertical displacement of the projectile during the
first half of its trajectory (i.e., the peak height) will always increase .

q. The vertical displacement of the projectile during the first half of its trajectory (i.e.,
the peak height) will always increase as the launch speed is increased if a
projectile launched from ground level at a fixed launch angle and a variable launch
speed and landing at ground level are considered.

Part III. Which of the following statements are TRUE of the time of flight for a projectile?
Encircle all letters that apply.

a. The horizontal component of the initial velocity is dependent upon the time that a
projectile is in the air.
b. The vertical component of the initial velocity is dependent upon the time that a
projectile is in the air.
c. The time to rise to the peak for a projectile which lands at the same height that it
is projected from, is equal to the time to fall from its peak to the original height.
d. Same upward launch angles enable projectiles to stay in the air longer if the initial
velocity is increased.

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© LESSON 3 PROJECTILE MOTION General Physics I

eKinematics e. Suppose a kicked ball follows projectile motion. If the ball takes 6 seconds to rise
to the peak of its trajectory, then it will take 12 seconds to fall from the peak of its
trajectory to the ground.

©
Part IV. Projectile Problem. Draw and label your illustration in a box.

A punter kicks a football at 33 m/s at an angle of 57 degrees. Find the following:

eKinematics
a. X and Y components of velocity

b. Time at the peak of trajectory

c. Maximum height reached

d. Total time in air

e. Range

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e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 26

© General Physics I

eKinematics
©
Figure 26:

eKinematics
Zip Line in
Lake Sebu,
South
Cotabato

We have just learned that an object launched into space

without motive power of its own, which travels freely under the DID YOU KNOW? We have one of
the tallest zip lines in Asia. The
action of gravity and air resistance alone, is called a projectile. Like
Seven Falls Zipline in Lake Sebu,
taking the zip line in Lake Sebu atop the enthralling masterpieces of South Cotabato runs at 180
7 Falls, we will zip deeper into a whole new knowledge with meters above ground, that is
adventures involving two- dimensional motion. Prepare stock around 300 meters above sea
level. It is divided into two lines: the
knowledge from previous lessons as we see new lesson coming with
first extends 740 meters, and the
experiments and problem- solving. other 420 meters.

Learning competencies:
• Solve problems involving two- dimensional motion in contexts such as, but not
limited to ledge jumping, movie stunts, basketball, safe location during fireworks
displays, and Ferris wheels; and
• Plan and execute an experiment involving projectile motion: Identifying error
sources, minimizing their influence, and estimating the influence of the
identified error sources on final results.

Codes: STEM_GP12Kin-Ib-26 ; STEM_GP12Kin-Ib-27

Where are we headed?

Like taking a zip in Lake Sebu, a body accelerating from a point of origin to a
final destination does give one a feeling of relief, a moment of “Eureka!” as it
culminates a noteworthy experience.
In this culminating lesson, the skills of solving problems involving two-
dimensional motion will be harnessed; and experiments involving projectile motion
will be executed.

Learning Goals
At the end of this lesson, the students should be able to:
• solve problems involving two- dimensional motion; and
• plan and execute an experiment involving projectile motion.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 27

© LESSON 4 SEE IT COMING General Physics I

Pre- Discussion Questions

eKinematics 1. Can there be motion in two dimensions with an acceleration only in one
dimension? Explain.

©
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

eKinematics
2. Is the maximum height attained by projectile is largest when its horizontal
range is maximum?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. Can the direction of velocity of a body change when the acceleration is

constant?
_________________________________________________________________
_________________________________________________________________

Clarifying Concepts
Example: During a fireworks display, a shell is
shot into the air with an initial speed of 70.0
y= 233m m/s at an angle of 75.0º above the horizontal,
as illustrated in Figure 3. The fuse is timed to
Figure 27: ignite the shell just as it reaches its highest
Trajectory of a point above the ground.
fireworks shell

(Image Source:
(a) Calculate the height at which the shell
University explodes.
Physics 18)
(b) How much time passed between the
launch of the shell and the explosion?

(c) What is the horizontal displacement of the

shell when it explodes?
x= 125m
Strategy:

Because air resistance is negligible for the unexploded shell, the analysis method
outlined above can be used. The motion can be broken into horizontal and vertical motions
in which ax = 0 and ay = –g. We can then define x0 and y0 to be zero and solve for the desired
quantities.
Solution for (a):

By “height” we mean the altitude or vertical position y above the starting point. The
highest point in any trajectory, called the apex, is reached when vy=0. Since we know the
initial and final velocities as well as the initial position, we use the following equation to find y:

Because y0 and vy are both zero, the equation simplifies to

0 = vOy2 – 2gy.
Solving for y gives
y=v0y2/2g.

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© LESSON 4 SEE IT COMING General Physics I

eKinematics Now we must find v0y, the component of the initial velocity in the y-direction. It is
given by v0y = v0 sin θ, where v0y is the initial velocity of 70.0 m/s, and θ0 = 75.0º is the initial
angle. Thus,
vOy = v0 sin θ0 = (70.0 m/s)(sin 75º)

©
vOy = 67.6 m/s, and y = 233 m
Solution for (b):

As in many physics problems, there is more than one way to solve for the time to

eKinematics
the highest point. In this case, the easiest method is to use 𝑦 = 𝑦0 + (𝑣0𝑦+ 𝒗𝒚 ) 𝑡
Because y0 is zero, this equation reduces to simply,

𝑦 = (𝑣0𝑦+ 𝒗𝒚 ) 𝑡
Note that the final vertical velocity, vy, at the highest point is zero. Thus,

t === 6.90 s

Solution for (c)

Because air resistance is negligible, ax=0 and the horizontal velocity is constant, as
discussed above. The horizontal displacement is horizontal velocity multiplied by time as
given by x = x0 + vxt, where x0 is equal to zero:
x = vx t,
where vx is the x-component of the velocity, which is given by vx = v0 cos θ0,
Now,
vx = v0 cos θ0 = (70.0 m/s)(cos 75º) = 18.1 m/s

The time t for both motions is the same, and so x is

x = (18.1 m/s)(6.90 s) = 125 m.

Enrichment Activities
Activity 5 DETERMINING THE RANGE OF A PROJECTILE
Objective:
Predict the ranged of a horizontally launched projectile using kinematics.
triangular ruler direction of
Figure 28: d
projectile
Experiment
Set-up table top
ball

Mark where the ball hits

the floor with carbon
Height h paper on top of the
paper

Range
floor
ball

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© LESSON 4 SEE IT COMING General Physics I

eKinematics
Discussion:
• If the height of a table is known, calculate the time required for a ball to fall from
the table to the floor.
• If the velocity of the table is known as it leaves the table, calculate the distance

©
from the table at which the ball will hit the floor.
• Find the velocity of the ball if the time it takes to roll a measured distance on the
table is given.

eKinematics
• In this lab activity, measure the initial velocity of a projectile and the height it will
fall. Calculate the distance from the table, the range, R, where the projectile will
land.
• To record where the point where the projectile lands on the floor, place a piece of
carbon paper over a piece of scrap paper and tape it to the floor. The projectile
will leave a mark on the paper where it lands. Measure the horizontal range of the
projectile and compare this to the calculated distance.

Equipment:
Small sphere, meter stick, stopwatch, string, triangular ruler or book, tape, small
weight, calculator, and carbon paper.

Procedure:
1. Anything with a smooth path in which the ball can roll down, devise a launcher
for the ball using a triangular ruler or a book. Determine the initial point on the
launcher where it gives the ball a velocity.
2. Put two pieces of tape with size 30-50 cm apart on the laboratory table in the
direction of the ball. This is the distance or “d” in Figure 4.1. Tally this distance.
3. Measure the vertical distance from the top of the laboratory table to the floor.
This is ‘h’ in Figure 4.1. Tally this height.
4. Launch a trial run and determine the position where the projectile hits the floor.
Tape a piece of paper at this location and place a piece of carbon paper on top
to mark the hits of the projectile.
5. Do the projectile several times. For each launch, get the time it takes for the ball
to roll the measured horizontal distance on the table and tally the rolling times
(troll) in the data table.

Determine the point on the floor where the ball leaves the table using a “plumb line.”
Measure the distance from this point to the center of the landing positions. This is the
range of the projectile.

Modify the launcher so that the projectile is launched at different velocities and
repeat several trials.

Results: (Show sample calculations)

1. Obtain the average rolling time for the projectile to move the measured
horizontal distance.
2. Determine the velocity of the projectile as it rolls across the table.
3. Solve for the time it takes for the ball to fall vertically from the top of the table to
the target.
4. Obtain the range where the ball will land.
5. A good measure of comparison between the measured and calculated heights is
the percentage difference.
Conclusions:

1. Compare the measured range to the calculated range.

2. Do the kinematics equations seem to work in practice? Why?

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© LESSON 4 SEE IT COMING General Physics I

eKinematics 3. Is it the fault of kinematics or due to some problems with the procedure?
Explain.

©
Table 6: Summary of Results

Variable Measured Value Calculated Value Percent Difference

eKinematics
Key Points
1. Projectile motion in the horizontal and vertical directions are independent of
• References
one another.
2. The maximum height of a projectile is the highest altitude, or maximum
Classify references:
displacement in thebooks, websites
vertical and
position other online
reached in the resources, etc.
path of a projectile.
3. Use
To APA
solveformat,
projectile problems: choose a coordinate system; analyze the motion
7th edition.
in the vertical and horizontal direction separately; then recombine the
horizontal and vertical components using vector addition equations as
learned in previous lessons..

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© LESSON 4 SEE IT COMING General Physics I

Worksheet #4: SEE IT COMING

eKinematics
NAME: ____________________________________________ Date: __________________

©
Grade & Section: ____________________________________ Score:_________________

eKinematics
Directions: Answer the following parts as indicated. (30 points)

Part I. Read and answer as directed. Write your answers in a separate sheet of paper.

1. What is the projectile’s horizontal accelerations when it was thrown at an angle of

30 degrees above its horizontal?
a. zero b.9.81 m/s2
c. it varies d. insufficient information

2. A player kicks the ball with a velocity of 25 m/s directed 53 degrees above the
horizontal. What is the vertical component of its initial velocity?

a.15 m/s b.20 m/s c.33 m/s d. 25 m/s

3. At what other angle will the football be kicked to travel 50 yards if its initial velocity
was the same with the ball kicked at 25 degree and travels 50 yards?
a. 90 degrees b. 45 degrees
c. 55 degrees d. 65 degrees

4. Two balls were thrown horizontally from the same height. Ball A has speed of 0.4
m/s while ball B has a speed of 20 m/s. The time takes for Ball B to reach the
ground compared to Ball A is
a. same b. twice c. half d. four times

5. The ball was fired initially at 12 m/s from a cannon facing northwards. The cannon
moves eastward at 24 m/s. Which of the vectors represent the resultant velocity
of the ball?

6. An arrow was thrown at angle of 45 degrees while the other arrow was thrown at
60 degrees. Compared to arrows fired at 60 degrees, the arrow fired at 45
degrees is ______.

a. longer time of flight and range

b. shorter time of flight and longer range
c. longer time of flight and shorter range
d. shorter time of flight and range

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© LESSON 4 SEE IT COMING General Physics I

eKinematics Part II. Solve the following problems legibly. Show your solution in a separate sheet of
paper.

7. Mt. Parker/Melibingoy in Tboli South Cotabato is perceived as an active volcano.

©
Very active volcanoes characteristically eject red-hot rocks and lava rather than
smoke and ash. Suppose a large rock is ejected from the volcano with a speed of
25.0 m/s and at an angle 35.0º above the horizontal, as shown in Figure 29

eKinematics
below. The rock strikes the side of the volcano at an altitude 20.0 m lower than its
starting point. (a) Calculate the time it takes the rock to follow this path.
Figure 29: Mt
Parker, Tboli
South
Cotabato

(Image Source: https://courses.lumenlearning.com/physics/chapter/3-4-projectile-motion/)

8. A bicycle stunt rider rides off the edge of a cliff. Just as the edge of its velocity is
horizontal with magnitude of 9.0 m/s. Find the position, distance from the edge of
cliff at 0.5 s after it leaves the edge of the cliff?

9. A batter hits a baseball so that it leaves the bat at a speed of 𝑣0 = 37.0 𝑚/𝑠 at
an angle of 53.1°. Find the position of the ball and its velocity at t = 2 s?

10. Refer from the problem item number 9, Find the time when the ball reaches the
highest point?

Reflection: Write a five-sentence explanation how projectile motions are involved in the
field of sports?

Table 7: Rubric for Reflection

Rubrics
5 4 3 2 0
Practical Practical Practical Practical No
application is application is application is applications are discussion
scientifically scientifically explained explained at all.
explained explained consistent to consistent to
consistent to consistent to the concepts the concepts
the concepts, the concepts, but with one or but with more
and but with minimal two than two
has no misconceptions. misconceptions. misconceptions.
misconceptions.

Go Paperless; Submit Your Answers Online!

Click the Google Form here: https://forms.gle/Guj8aznk1yhJvWQa8

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 33

© General Physics I

ANSWER KEY
eKinematics Pre-Assessment

©
Sharpen Your Trajectory

eKinematics
1. B 8. C 15. C 22. C
2. A 9. B 16. B 23. A
3. C 10. D 17. B 24. D
4. A 11. B 18. B 25. D
5. D 12. A 19. C
6. D 13. D 20. B
7. D 14. B 21. B

Lesson 1
Let’s Accelerate
Pre- Discussion Questions
1. Accelerating
2. (A) Constant Motion, (B) Accelerating, (C) Decelerating

Lesson 2
Finding Missing
Pre- Discussion Questions
1. Neglecting air resistance, both objects fall together exactly the same. However,
heavier objects fall faster than lighter ones with the presence of air resistance.
2. Yes, all objects accelerate at the same rate due to gravity unless air resistance
affects one more than another.
3. It means that every second, an objects speed increases by 9.8m/s.

Lesson 3
Projectile Motion
Pre- Discussion Questions
1. Parabolic
2. Answers may vary. Due to gravity.
3. Answers may vary. Basketball, baseball, takraw, etc.

Lesson 4
See it Coming
Pre- Discussion Questions
1. Yes, there can be motion in two dimension with an acceleration only in one
dimension. As in projectile motion, the acceleration is only along the vertical
direction and no acceleration along the horizontal motion.
2. No, horizontal range is maximum when 0 = 45° and maximum height attained by
projectile is largest when 0 = 90°.
3. Yes, the direction of velocity of body changes when it's acceleration is constant.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 34

© General Physics I

REFERENCES
eKinematics
©
Department of Education. (2018). General Physics 1 Reader.

GIancolli, Douglas. (2005) Physics Principles and Applications 6th Edition. New Jersey:

eKinematics
Pearson Education, Inc.

Ole, Faith Celeste B. and Gallos, Marilou R., Development and Validation of a Physics
Concept Test in Kinematics for Senior High School Students (July 10, 2021).
IOER International Multidisciplinary Research Journal, 3(2), pp. 95 - 104,
2021, Available at SSRN: https://ssrn.com/abstract=3884103

Sears, F., Zemansky, M. and Young H. (1992). College Physics 7th Edition. Addison
Wesley Publishing Company.

Serway, Raymond and John Jewett. (2004) Physics for Scientists and Engineers 6th
Edition. Thomson Brooks/Cole
Young, H.D., R. A. Freedman and L. Ford. (2016) University Physics with Modern Physics
14th Edition. USA: Pearson Education, Inc.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 35

© General Physics I

ABOUT THE AUTHOR

eKinematics
©
CHESTER IAN S. PINEDA has been a regional writer
of Self- Learning Modules in Department of Education

eKinematics
– SOCCSKSARGEN (Region XII) for Physical Science
and Physics subjects. He is presently deployed as
Special Science Teacher at Libertad National High
School in South Cotabato, in contemplation to
Republic Act 10612. He graduated his Bachelor in
Secondary Education major in Physical Science at
Notre Dame of Marbel University in 2018 as DOST
scholar. To date, Mr. Pineda is finishing his Master of
Arts in Education (MAEd) major in Physics at West
Visayas State University, Iloilo City under the DOST –
Capacity Building Program for Science and
Mathematics Education (CBPSME) scholarship.

e K i n e m a t i c s: Teaching – Learning Package with Interactive Simulations 36