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STEM General Physics 1

Quarter 1 – Module 5

DESCRIBING MOTION
General Physics 1 – Grade 12
Quarter 1 – Module 4: Describing Motion

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ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Roderico D. Duka

Editors: Benjie L. Cadag

Voltaire G. Furio
Alex Barrameda
Edgardo J. Bungcag

Reviewers: Benjie L. Cadag

Voltaire G. Furio
Alex Barrameda
Edgardo J. Bungcag

Language Editor: Ronnalyn N. Jalmasco

Layout Artist: Ma. Rachel B. Espino

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 WEEK 2
Convert a verbal description of a physical situation involving uniform
acceleration in one dimension into a mathematical description
(STEM_GP12Kin-Ib12)

Interpret displacement and velocity, respectively, as areas under

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

Le

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 Lesson 1

DESCRIBING MOTION

The concept of describing motion such as

speed, velocity and acceleration - is already part of
everyday language but we rarely think about them.
Just consider the number of times each day you have
to describe some aspect of motion or understand an
instruction about motion; obey a speed limit or work
out a journey time. We may take the description of
motion for granted, but the concepts involved are
fundamental in Physics.

In this module you will learn about the physical

quantities such as displacement, velocity and
acceleration. You will also learn how to describe
different situations involving uniform acceleration into
mathematical description.

At the end of the module, you should be able

➢ describe physical quantities such as displacement, velocity

and acceleration;
➢ convert descriptive physical quantities involving uniform
acceleration in mathematical statement; and
➢ interpret displacement and velocity, respectively as areas
under velocity vs. time and acceleration vs. time curves

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Pre-test
Directions: Read each item carefully then choose
the letter of the correct answer from the options.
Write the letter only in your answer sheet

1. It tells about how far an object has moved?

a. displacement c. motion
b. distance d. reference point
2. It refers to the magnitude and direction of an object’s change in position from a
starting point.
a. displacement c. motion
b. distance d. reference point
3. Which of the following could never be negative?
a. a distance c. a vector
b. a displacement d. a velocity
4. While going to school, a student walks an average of 5 km/hr
west for 12 blocks. This situation shows______
a. acceleration c. speed
b. displacement d. velocity
5. Describe the speed of the object from 0-2 seconds using the
distance vs. time graph.

a. constant c. slowing down

b. speeding up d. not moving
6. Describe the speed of the object from 2-5 seconds using the
speed vs. time graph.

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 a. constant speed c. increasing speed
b. decreasing speed d. not moving

7. A bicycle takes a curved, scenic ride at the park at 4.5 m/s. This
illustrates ________ of the bicycle.
a. acceleration c. constant velocity
b. speed d. velocity
8. Which of the following statements about speed and velocity is
correct?
a. Only velocity includes the direction an object is travelling
b. Velocity only describes an object’s rate of motion.
c. Speed describes how an object is changing its velocity.
d. Speed and velocity both describe how an object is
speeding up.
9. Acceleration describes how an object’s velocity is changing.
Which of the following scenarios provides the best example of an
accelerating object?
a. A car driving at a constant speed
b. A toy train travelling in a circle
c. A book sitting on top of a high shelf.
d. A toy boat floating on a bathtub.

10. Describe the object whose motion is shown in the graph.

a. The object is slowing down at t = 4s.

b. The object is speeding up at t = 4s.
c. The object is slowing down at t = 2 s.
d. The object’s motion is unknown.

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 Learning Activities

ELICIT

Preliminary Activity:

Do you wonder why some objects move several times

faster than the others?
Let’s try to find out.

Figure 1: Finding Vector

➢ How far is the X mark from the man if 1 unit of a cable is equivalent to 1km?
➢ What is the vector sum of the path from the man’s position to the X mark?
➢ What are the possible ways in order for the man to get to the X mark the fastest?

The above activity gave you the chance

to recall your previous knowledge about
vectors. Do you have an idea what’s
going to be discussed in this module?

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 ENGAGE

Picture analysis: Study the pictures and answer the guide questions below.

(A) (B)

(C) (D)
Figure 2: Who win the race?
Guide Questions:
a. Describe the position of the athlete in picture A.
b. Which athlete or lane has the advance position in picture B?
c. In picture C, the athlete follows a curve. Do you think athlete in the outer lanes
has an advantage over the athletes in inner lanes? Why?
d. What do you think are the factors to be considered in winning the race?

Good job! You made a good start.

I guess you already have the idea of
what you are going to explore in this module.
Go on and continue exploring this module.

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Activity 1: Distance and Displacement

1. True or False: An object can be moving for 10 seconds and still have zero displacement.
A. True B. False

2. If the above statement is true, then describe an example of such a motion. If the above
statement is false, then explain why it is false.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Suppose that you run along three different paths from location A to location B. Along
which path(s) would your distance traveled be different than your displacement?

4. You run from your house to a friend's house that is 3 miles away. You then walk home.

a) What distance did you travel? ______________

b) What was the displacement for the entire trip? _______________

Observe the diagram below. A person starts at A, walks along the bold path and
finishes at B. Each square is 1 km along its edge. Use the diagram in answering the
next two question
5. This person walks a distance of ________ km.

6. This person has a displacement of ________.

a. 0 km b. 3 km c. 3 km, E
d. 3 km, W e. 5 km f. 5 km, N
g. 5 km, S h. 6 km i. 6 km, E
j. 6 km, W k. 31 km l. 31 km, E
m. 31 km, W n. None of these

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Activity 2: Speed and Velocity

1. Suppose you are considering three different paths (A, B and C) between the same two
locations.

Along which path would you have to move with the greatest speed to arrive at the
destination in the same amount of time? ____________
Explain._______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. True or False: It is possible for an object to move for 10 seconds at a maximum speed
and end up with an average velocity of zero.
a. True b. False

3. If the above statement is true, then describe an example of such a motion. If the above
statement is false, then explain why it is false.

4. Suppose that you run for 10 seconds along three different paths.

a. Rank the three paths from the lowest average speed to the greatest average
speed. __________

b. Rank the three paths from the lowest average velocity to the greatest average
velocity. __________

Activity 3: Instantaneous Velocity

1. You run from your house to a friend's house that is 3 miles away in 30 minutes. You then
immediately walk home, taking 1 hour on your return trip

a. What was the average speed (in mi/hr) for the entire trip? ________________
b. What was the average velocity (in mi/hr) for the entire trip? _______________
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2. A cross-country skier moves from location A to location B to location C to location D. Each
leg of the back-and-forth motion takes 1 minute to complete; the total time is 3 minutes.
The unit of length is in meters.

a. Calculate the average speed (in m/min) and the average velocity (in m/min) of
the skier during the three minutes of recreation.

3. The graph below shows Bolt’s split times for his 100-meter record breaking run in the Rio
Olympics in 2011.

a. At what point did he experience his greatest average speed for a 10 meter
interval? Calculate this speed in m/s.
b. What was his average speed (in m/s) for the overall race?

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Activity 4: Acceleration

The table below shows the situations, the graph and the meaning of the shape of the graph.
Match column A with column B and column B with column C:
Situation (A) Graph (B) Description of the Graph (C)
1. Bill drives and sees a
red light. He slows down
to a stop. His average
acceleration from 0 to Acceleration is both + and -
10 seconds is . Positive velocity
Sketch the graph of his
velocity over time.

2. A dog chases a cat until

the dog gets tired. The
dog’s average
Positive, constant velocity
acceleration from 0 to
Acceleration is zero, then
12 seconds is ______.
negative
Sketch the graph of its
velocity over time

3. Wonderwoman, from
rest, runs until reaching
her flight takeoff speed
of 15 m/s to the Constant acceleration, slope
eastward. is zero

Distance vs. Displacement

As an object moves, its location undergoes change. There are two quantities that are
used to describe the changing location. One quantity - distance - accumulates the amount of
total change of location over the course of a motion. Distance is the amount of ground that is
covered. The second quantity - displacement - only concerns itself with the initial and final
position of the object. Displacement is the overall change in position of the object from start to
finish and does not concern itself with the accumulation of distance traveled during the path from
start to finish.

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 Example 1: Example 2:

Distance
11 meters
Distance
Displacement 7 meters
3 meters, right
(Start to Finish) Displacement
5 meters,
N of E

The given examples above clearly showed that

distance is just the summation of all the individual
distances covered all throughout the travel, while
displacement is the shortest distance from the starting
point up to the ending point. It always has a direction
whether up, down, left or right or using the geographical
units N, S, E and W, respectively.

Also, positive (+) usually right, up, North and east

and forward while negative (-) left, down, South, West and
backward signs can show direction.

Speed vs. Velocity

Just as distance and displacement have distinctly different meanings (despite their
similarities), so do speed and velocity. Speed is a scalar quantity that refers to "how fast an
object is moving." Speed can be thought of as the rate at which an object covers distance. A
fast-moving object has a high speed and covers a relatively large distance in a short amount of
time. Contrast this to a slow-moving object that has a low speed; it covers a relatively small
amount of distance in the same amount of time. An object with no movement at all has a zero
speed.
In solving for the speed, the formula is given by:

On the other hand, velocity is a vector quantity that refers to "the rate at which an object
changes its position." Imagine a person moving rapidly - one step forward and one step back -
always returning to the original starting position. Since velocity is defined as the rate at which
the position changes, this motion results in zero velocity. If a person in motion wishes to
maximize their velocity, then that person must make every effort to maximize the amount that
they are displaced from their original position. Every step must go into moving that person further

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from where he or she started. For certain, the person should never change directions and begin
to return to the starting position.
In finding the velocity is computed using this formula

When evaluating the velocity of an object, one must keep track of direction. It would not
be enough to say that an object has a velocity of 65 km/hr. One must include direction
information in order to fully describe the velocity of the object. For instance, you must describe
an object's velocity as being 65 km/hr., East. This is one of the essential differences between
speed and velocity. Speed is a scalar quantity and does not keep track of direction; velocity is a
vector quantity and is direction aware.
Calculating Average Speed and Average Velocity

The average speed of an object is the rate at which an object covers distance. The
average velocity of an object is the rate at which an object changes its position.
Thus,

Speed, being a scalar, is dependent upon the scalar quantity distance. Velocity, being a
vector, is dependent upon the vector quantity displacement.

Let's begin implementing our understanding of these formulas with the following problem:

Sample Problem 1: While on vacation, Bianca traveled a total distance of 440 miles. Her trip
took 8 hours. What was her average speed?
To compute her average speed, we simply divide the distance of travel by the time of travel.

Bianca’s averaged a speed of 55 miles per hour. She may not have been traveling at a constant
speed of 55 mi/hr. She undoubtedly, was stopped at some instant in time (perhaps for a
bathroom break or for lunch) and she probably was going 65 mi/hr at other instants in time. Yet,
she averaged a speed of 55 miles per hour. The above formula represents a shortcut method of
determining the average speed of an object. As to her velocity, you can indicate a place or
direction where Bianca travelled, such as South Luzon or Albay.

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Sample Problem 2:
Use the diagram to determine the average speed and the average velocity of the skier during
these three minutes.

Answer: The skier has an average speed of (120 m) / (3 min) = 140 m/min and an average
velocity of (140 m, right) / (3 min) = 46.7 m/min, right

Instantaneous Speed vs. Average Speed

The instantaneous speed of an object is the speed that an object has at any given instant.
When an object moves, it doesn't always move at a steady pace. As a result, the instantaneous
speed is changing. For an automobile, the instantaneous speed is the speedometer reading.
The average speed is simply the average of all the speedometer readings taken at regular
intervals of time. Of course, the easier way to determine the average speed is to do a
distance/time ratio.

The data tables below depict objects with constant and changing
speed.

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Acceleration
Acceleration is the rate at which an object's velocity changes. The velocity of an object
refers to how fast it moves and in what direction. The acceleration of an object refers to how
fast an object changes its speed or its direction. Objects with a high acceleration are rapidly
changing their speed or their direction. As a rate quantity, acceleration is expressed by the
equation:

Some conditions of an object that said to be accelerating:

For a non-zero acceleration For a zero acceleration
- Speed up - Remain at rest
- Slow down - Constant velocity
- Change directions

This general principle can be applied to determine whether the sign of the
acceleration of an object is positive or negative, right or left, up or down, etc. Consider the
two data tables below. In each case, the acceleration of the object is in the positive direction.
In Example A, the object is moving in the positive direction (i.e., has a positive velocity) and
is speeding up. When an object is speeding up, the acceleration is in the same direction as
the velocity. Thus, this object has a positive acceleration. In Example B, the object is
moving in the negative direction (i.e., has a negative velocity) and is slowing down. According
to our general principle, when an object is slowing down, the acceleration is in the opposite
direction as the velocity. Thus, this object also has a positive acceleration.

This same general principle can be applied to the motion of the objects represented
in the two data tables below. In each case, the acceleration of the object is in
the negative direction. In Example C, the object is moving in the positive direction (i.e., has
a positive velocity) and is slowing down. According to our principle, when an object is slowing
down, the acceleration is in the opposite direction as the velocity. Thus, this object has
a negative acceleration. In Example D, the object is moving in the negative direction (i.e.,
has a negative velocity) and is speeding up. When an object is speeding up, the acceleration
is in the same direction as the velocity. Thus, this object also has a negative acceleration.

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Uniform Acceleration Equations
When we are talking about motion in a straight line with constant acceleration, there
are three equations of motion, which are helpful in determining one of the unknown
parameters:
(1) vf = vi + at (2) d = vi t + 1/2at2 (3) v2 = vi2 + 2ad
Where:
vf = final velocity of the particle
vi = initial velocity of the particle
d = displacement of the particle
a = acceleration of the particle
t = time interval in which the particle is in consideration

Sample Problem 1: A car starts from rest and accelerates uniformly over a time of 5.21
seconds for a distance of 110 m. Determine the acceleration of the car.
Answer: Using equation 2, solve for acceleration:
Given: Find:
d = 110 m t = 5.21 s vi = 0 m/s a = ??

d = vit + 0.5at2
110 m = (0 m/s)(5.21 s)+ 0.5(a)(5.21 s)2
110 m = (13.57 s2)*a
a = (110 m)/(13.57 s2)
a = 8.10 m/ s2
Sample Problem 2: An object at 100 m/s accelerates at a rate of 120 m/s. What will be
the velocity of the object after 100 seconds?
Answer: Using equation 1 to solve for the final velocity.
Given: Find:
vi = 100 m/s t = 100 s A = 120 m/s2 vf = ??

a = (vf - Vi)/t
120. m/s2 = (vf - 100. m/s)/.100 s
12.0 = (vf - 100.)
vf = 112 m/s
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 How can you determine the displacement of an object? Also, how do know the
change in velocity for every time interval of a moving object. In this part of the lesson,
we will learn how a plot of velocity versus time and acceleration versus time
respectively and determine the area of displacement and change in velocity as well.

Area under Velocity-Time Graph (Displacement)

The displacement of an object moving with a constant velocity is equal to the product of
velocity and the amount of time the object is in motion.

To find the displacement when the velocity is changing, a velocity-

time graph is needed. Normally, velocity is plotted on the y-axis
and rime is plotted on the x-axis. The area under the line on a
velocity-time graph is equal to the displacement of the object.
If the shape of the graph can be broken into simple geometric
shapes, the total area under the line can be calculated by adding
the areas of those shapes.
The area under a velocity-time graph is the displacement.
Velocity can be negative if an object is moving backwards. The
displacement can also be negative. An area beneath the x-axis
has negative values. An area above the x-axis has a positive
value.

Area under Acceleration vs. Time Graph

What does the area represent on an acceleration graph?
The area under an acceleration graph represents the change in velocity. In other words,
the area under the acceleration graph for a certain time interval is equal to the change in
velocity during that time interval.
Area = Δv
It might be easiest to see why this is the case by considering the
example graph below which shows a constant acceleration of 4
m/s2 for a time of 9 s.

If we multiply both sides of the definition of acceleration,

a= Δt/Δv by the change in time, Δt, we get Δv = aΔt.
Plugging in the acceleration 4 m/s2 and the time interval 9s, we
can find the change in velocity:
Δv = Δat = (4m/s2)(9s)=36 m/s

Multiplying the acceleration by the time interval is equivalent to

finding the area under the curve. The area under the curve is a
rectangle, as seen in the diagram below.

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 The area can be found by multiplying height times
width.
ELABORATE The height of this rectangle is 4 m/s2

Area = 4 m/s2×9 s = 36 m/s

The area under any acceleration graph for a certain
time interval gives the change in velocity for that time interval.

Velocity-time
The most important thing to remember about velocity-time graphs is that they are velocity-
time graphs, not position-time graphs.

In these graphs, higher means faster not farther. The v

= 9.0 m/s line is higher because that object is moving
faster than the others.
These particular graphs are all horizontal. The initial
velocity of each object is the same as the final velocity
is the same as every velocity in between. The velocity
of each of these objects is constant during this ten
second interval.
In comparison, when the curve on a velocity-time graph
is straight but not horizontal, the velocity is changing.
The three curves to the right each have a different
slope. The graph with the steepest slope experiences
the greatest rate of change in velocity. That object has
the greatest acceleration.
You should see that acceleration corresponds to slope and initial velocity to the intercept on
the vertical axis. Since each of these graphs has its intercept at the origin, each of these
objects was initially at rest. The initial velocity being zero does not mean that the initial
position must also be zero, however.

On a velocity-time graph…
o slope is acceleration
o the "y" intercept is the initial velocity
o when two curves coincide, the two objects have the same velocity at
that time

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The curves on the previous graph were all straight lines. A straight
line is a curve with constant slope. Since slope is acceleration on
a velocity-time graph, each of the objects represented on this
graph is moving with a constant acceleration. Were the graphs
curved, the acceleration would have been not constant.

On a velocity-time graph…
o average acceleration is the slope of the straight
line connecting the endpoints of a curve.

A curved line has no single slope, therefore, it can be a graph of average acceleration or an
instantaneous acceleration. If the average acceleration is desired, draw a line connecting the
endpoints of the curve and calculate its slope. If the instantaneous acceleration is desired,
take the limit of this slope as the time interval shrinks to zero, that is, take the slope of a
tangent.

On a velocity-time graph…
o instantaneous acceleration is the slope of the line
tangent to a curve at any point

The slope of a horizontal line is zero, meaning that the object

stopped accelerating instantaneously at those times. The
acceleration might have been zero at those two times, but this
does not mean that the object stopped. For that to occur, the
curve would have to intercept the horizontal axis. This
happened only once — at the start of the graph. At both times
when the acceleration was zero, the object was still moving in
the positive direction.

Speed decreases whenever the curve returns to the origin. Above the horizontal axis this
would be a negative slope, but below it this would be a positive slope.
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 On a velocity-time graph…
o positive slope implies an increase in velocity in the positive
direction
o negative slope implies an increase in velocity in the negative
direction
o zero slope implies motion with constant velocity
o he area under the curve is the change in position

Acceleration is the time rate of change of velocity, so that can be found from the slope of a
tangent to the curve on a velocity-time graph. But how could position be determined? Let's
explore some simple examples and then derive the relationship.

Start with the simple velocity-time graph shown to the right. (For the sake of simplicity, let's
assume that the initial position is zero.) There are three important intervals on this graph.
During each interval, the acceleration is constant as the straight line segments show. When
acceleration is constant, the average velocity is just the average of the initial and final values
in an interval.

0–4 s: This segment is triangular. The area of a triangle is one-half the base times the height.
Essentially, we have just calculated the area of the triangular segment on this graph.

The cumulative distance traveled at the end of this interval is…16m.

4–8 s: This segment is trapezoidal. The area of a trapezoid (or trapezium) is the average of
the two bases times the altitude. Essentially, we have just calculated the area of the
trapezoidal segment on this graph.

The cumulative distance traveled at the end of this interval is…36 + 16 = 52 m.

8–10 s: This segment is rectangular. The area of a rectangle is just its height times its
width. Essentially, we have just calculated the area of the rectangular segment on this
graph.

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The cumulative distance traveled at the end of this interval is… 16 m + 36 m + 20 m = 72
m.

The area under each segment is the change in position of the object during that interval.
This is true even when the acceleration is not constant.

On a velocity-time graph…
o he area under the curve is the change in position

Acceleration-time
The acceleration-time graph of any object traveling with a constant velocity is the same. This
is true regardless of the velocity of the object. An airplane flying at a constant 270 m/s (600
mph), a sloth walking with a constant speed 0.4 m/s (1 mph), and a couch potato lying
motionless in front of the TV for hours will all have the same
acceleration-time graphs — a horizontal line collinear with the
horizontal axis. That's because the velocity of each of these
objects is constant. They're not accelerating. Their
accelerations are zero. As with velocity-time graphs, the
important thing to remember is that the height above the
horizontal axis doesn't correspond to position or velocity, it
corresponds to acceleration.

If you trip and fall on your way to school, your acceleration

towards the ground is greater than you'd experience in all but a few high performance cars
with the "pedal to the metal". Acceleration and velocity are different quantities. Going fast
does not imply accelerating quickly. The two quantities are independent of one another.

A large acceleration corresponds to a rapid change in velocity, but it tells you nothing about
the values of the velocity itself. When acceleration is constant, the acceleration-time curve is
a horizontal line.

On an acceleration-time graph…
o slope is jerk
o the "y" intercept equals the initial acceleration
o when two curves coincide, the two objects have the same acceleration at that
time
o an object undergoing constant acceleration traces a horizontal line
o zero slope implies motion with constant acceleration

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Acceleration is the rate of change of velocity with time. Transforming a velocity-time graph to
an acceleration-time graph means calculating the slope of a line tangent to the curve at any
point. (In calculus, this is called finding the derivative.) The reverse process entails calculating
the cumulative area under the curve. (In calculus, this is called finding the integral.) This
number is then the change of value on a velocity-time graph.

Given an initial velocity of zero (and assuming that down is positive), the final velocity of the
person falling in the graph to the right is…
∆v = a∆t
∆v = (9.8 m/s2)(1.0 s)
∆v = 9.8 m/s = 22 mph

and the final velocity of the accelerating car is…

∆v = a∆t
∆v = (5.0 m/s2)(6.0 s)
∆v = 30 m/s = 67 mph

There are more things one can say about acceleration-time graphs, but they are trivial for
the most part.

On an acceleration-time graph…
o the area under the curve equals the change in velocity

PRACTICE PROBLEM
Sample problem 1: The graph on the right shows velocity
as a function of time for some unknown object.

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 a. What can we say about the motion of this object?
b. Plot the corresponding graph of acceleration as a function of time.
c. Plot the corresponding graph of displacement as a function of time.

Answer:
a. You can't immediately determine where the object is from this graph. You can say
what direction it's moving, how fast it's going, and whether or not it's accelerating,
however. The motion of this object is described for several segments in the graph.

b. Acceleration is the rate of change of displacement with time. To find acceleration,

calculate the slope in each interval.

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Plot these values as a function of time. Since the acceleration is constant within each
interval, the new graph should be made entirely of linked horizontal segments.

c. Displacement is the product of velocity and time. To find displacement, calculate the
area under each interval.

Find the cumulative areas starting from the origin (given an initial displacement of
zero)
0s→ 0 = 0m
04 s → 0+8 = +8 m
08 s → 0+8−8 = 0m
12 s → 0 + 8 − 8 − 16 = −16 m
16 s → 0 + 8 − 8 − 16 − 8 = −24 m
20 s → 0 + 8 − 8 − 16 − 8 + 0 = −24 m
24 s → 0 + 8 − 8 − 16 − 8 + 0 + 8 = −16 m
30 s → 0 + 8 − 8 − 16 − 8 + 0 + 8 + 24 = +8 m

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 Plot these values as a function of time. Pay attention to the shape of each segment.
When the object is accelerating, the line should be curved.

Answer the following:

1. A rabbit is trying to cross the street. Its velocity v as a function of time t is given in the graph
below where rightwards is the positive velocity direction

2. A lost chicken is trying to cross the street. Its velocity v as a function of time t is given in the
graph below where rightwards is the positive velocity direction. What is the chicken's
displacement x from t=2s to 4s?

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 EVALUATE

POST TEST
A. Multiple choices: Select the correct answer.

1. What is the acceleration of the motorbike?

a. 0 m/s2 b. 2 m/s2 c. 4 m/s2 d. 6 m/s2

The diagram above presents the position and elapsed time of a motorbike that starts from
rest and accelerates at a constant rate. Use it to answer questions 5 and 6.

2. What is the average velocity of the motorbike during first 5 s?

a. 0 m/sb. 5 m/s c. 10 m/s d. 15 m/s

3. Starting from the origin, a person walks 6 km east during first day, and 3 km east the next
day. What is the net displacement of the person from the initial point in two days?
A. 6 km, west B. 3 km, east C. 10 km, east D. 5 km, west E. 9 km,
east

The diagram above illustrates a person who, starting from the origin, walks 8 km east
during first day, and 5 km west the next day. Use it to answer questions 18 and 19.

4. What is the net displacement of the person from the initial point in two days?
A. 9 km, east B. 3 km, east C. 10 km, west D. 5 km, west

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5. A snapshot of three racing cars is shown on the diagram above. All three cars start the race
at the same time, at the same place and move along a straight track. As they approach the
finish line, which car has the lowest average speed?
a. Car I
b. Car II
c. Car III
d. All three cars have the same average speed

6. An object moves at a constant speed of 6 m/s. This means that the object:
a. Increases its speed by 6 m/s every second
b. Decreases its speed by 6 m/s every second
c. Moves 6 meters every second
d. Has a positive acceleration

7. An object moves with a constant acceleration of 5 m/s2. Which of the following statements
is true?
a. The object’s velocity stays the same
b. The object moves 5 m each second
c. The object’s velocity increases by 5 m/s each second
d. The object’s acceleration increases by 5 m/s2 each second

8. A car and a delivery truck both start from rest and accelerate at the same rate. However,
the car accelerates for twice the amount of time as the truck. What is the final speed of the
car compared to the truck?
a. Half as much
b. The same
c. Twice as much
d. Four times as much

9. Starting from the origin, a car travels 4 km east and then 7 km west. What is the traveled
distance of the car from the initial point?
a. 3 km b. 5 km c. 4 km d. 11 km

The velocity as a function of time of a moving object is presented by the graph to the right.
Use this graph for questions 14 through 15.

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10. What is the acceleration of the object between 0 s and 2 s?
a. 0 m/s2 b. 1 m/s2 c. 2 m/s2 d. 3 m/s2

11. How far from the origin does the object move in first 6 s?
a. 4 m b. 16 m c. 20 m d. 28 m

12. A cheetah chases a gazelle, reaching a speed of 28m/s. A graph of its acceleration
over time is shown below, where rightward is the positive acceleration direction.

Which graph shows the cheetah's velocity over time?

b. c. d.

13. A cheetah chases a gazelle, reaching a speed of 28m/s. A graph of the cheetah's
velocity over time is shown below where rightwards is the positive velocity direction.

Which graph shows the cheetah's acceleration over time?

a. b. c. d.

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14. Justin drives west at 20 m/s then slows to a stop at the red light. A graph of his
acceleration over time is shown below, where eastward is the positive acceleration
direction.

Which graph shows his velocity over time?

b. b. c. d.

15. Sarah drives east at 30m/s, then slows to a stop at the red light. A graph of her
acceleration over time is shown below, where eastward is the positive acceleration
direction.

Which graph shows her velocity over time?

a. b. c. d.

B. Graph the following (5 POINTS)

16. Sketch the velocity-time, and acceleration-time graphs for…

a. an object moving with constant velocity. (Let the initial displacement be

zero.)
b. an object moving with constant acceleration. (Let the initial displacement and
velocity be zero.)
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17. The graph below shows the altitude of a skydiver initially at rest as a function of
time. After 7 s of free fall the skydiver's chute deployed completely, which changed
the motion abruptly?
Sketch the corresponding graphs of…
a. velocity-time
b. acceleration-time

EXTEND

In order for you to be guided and enhance your understanding about this topic, you
can visit these links of tutorial videos.

https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration-
tutorial/v/why-distance-is-area-under-velocity-time-line

https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration-
tutorial/v/acceleration-vs-time-graphs

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 These are the terms that were used in this module.

TERMS DEFINITION
Acceleration is the rate of change of the velocity of an object with respect to
time.
Average Acceleration is the change in velocity divided by an elapsed time.

Constant Acceleration the velocity of the particle changes at a constant rate

Displacement a vector quantity that refers to "how far out of place an object is";
it is the object's overall change in position.
Distance is a scalar quantity that refers to "how much ground an object has
covered" during its motion.
Velocity is the rate of change of its position with respect to a frame of
reference, and is a function of time
Average Velocity is its total displacement divided by the total time taken.

Instantaneous Velocity is the velocity the body has at a specific time in a particular point
of its trajectory.

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 Answer Key

Pre-test
1. B
2. A
3. A
4. D
5. A
6. A
7. A
8. A
9. B
10. A

Preliminary Activity

A. The distance between X and he man cannot be determine. However, the path from
the X mark can be measured using the cable which provide the specific length (unit)
although it to tedious to measure it.
B. Remember your previous knowledge about solving vectors.
C. There so many ways in order that the man would be able to get to the X mark faster.
i. To run as fast as he could.
ii. To take the shortcut from his position going to the x mark.
iii. To use vehicle.

Picture Analysis:

1. The athletes in image A are in the same positions waiting for the gun shot to start
running.
2. Athlete number 5 or lane 3 is in advance position over other athlete.
3. As regards to the initial positions of the athlete, those in the inner lanes has no
advantage over the other athletes in the outer lanes because their initial positions
are equal in length or distance in the course or the track. However, with regards to
the position or lanes occupied, the inner lanes has the advantage because the
acceleration in the curve is greater than that of the outer lanes. And in the last lap
or round of the course, a the last 100
4. The factors to be considered during the race are speed, endurance, and techniques
to win over the other competitors.

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Activity 1: Distance and Displacement

1. True
2. If an object somehow turns or curves around and finishes at the starting point,
then there is zero displacement. For instance, if a physics teacher starts on one
corner of a table and walks all around the table and back to the starting point,
then her displacement is zero. She is not out of place.
3. Path 1 and 2.
Anytime there is a change in direction for an object's motion, the distance
traveled is different than the displacement. The distance is the length of the path
(the amount of ground covered). The displacement is how far out of place the
object is - the length of the line segment from A to B. These are different when
there is a direction change
4. A. 6 miles
B. 0 mile
5. 31 km
6. 3 km, E

Activity 2: Speed and Velocity

1. Path C is the path with the greatest distance. You would have to move faster along
this path to cover it in the same amount of time as the other two paths. For the
same time, speed and distance are directly proportional
2. True
3. If an object somehow turns or curves around and finishes at the starting point,
then there is zero displacement. For instance, if a physics teacher starts on one
corner of a table and walks all around the table and back to the starting point, then
her displacement is zero. She is not out of place
4. B < C < A
5. A < B = C

Activity 3: Instantaneous Velocity

1. (a) The distance traveled is 7.6 mi (assuming a straight line path) and the time is 10
minutes. The average speed is 0.76 mi/min or~46 mi/hr.

(b) The maximum speed occurs during the 1-minute interval during which the teacher
travels the greatest distance. The greatest distance is traveled during the 9th minute
(from t=8 min to t=9 min). This is a distance of 1.4 miles. So the maximum speed is 1.4
mi/min or ~84 mi/hr (… and that would be speeding.

5. (a) For each x,y coordinate pair, the first value is the accumulative time and the
second value is the accumulative distance traveled. Since all distances are 10-
meters, the greatest speed occurs during the interval in which the 10 meters is
covered in the least amount of time. So a comparison of one coordinate pair must
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 be made to the previous one to determine which 10 minutes has the least time.
This occurs during the interval from 40 m (4.9 s) to 50 m (5.6 s). Greatest average
speed = (10.0 m/0.7 s) = 14.3 m/s.
(b) The average speed is the ratio of the overall distance traveled (100.0 m) to the
time (9.84 s). Average speed - (100.0 m/9.84 s) = 10.2 m/s.

Activity 4: Acceleration

1. C, B
2. B, A
3. A, C

Practice What You Learned:

1. The area of each triangular area is 1/2 the base b times height h. If we add up the
areas under the curve, we get:
Δx = A1+A2

=1/2(2s)(5m/s)+1/2(1s)(−5m/s)

=5m−2.5m

=2.5m2

2. First, a triangular area, A1 is formed from t=2s to 4s Next, we have a rectangular

area, A2 t=3s to 4s.
We add the areas A1 and A2 together to find displacement Δx.

∆x = A1 + A2
= ½ (1s) (-5m/s) + 1(s) (-5m/s)
= -2.5m – 5.0 m
= -7.5 m

Post Test:

1. C
2. C
3. D
4. A
5. C
6. C
7. C
8. C
9. D
10. C
11. C
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 12. D
13. D
14. C
15. B

B. Graph the following graph. (5 points)

Question 1
a. Since the velocity is constant, the displacement-time graph will always be straight,
the velocity-time graph will always be horizontal, and the acceleration-time graph will
always lie on the horizontal axis. When velocity is positive, the displacement-time
graph should have a positive slope. When velocity is negative, the displacement-time
graph should have a negative slope. When velocity is zero, the displacement-time
graph should be horizontal.

b. Since the acceleration is constant, the displacement-time graph will always be a

parabola, the velocity-time graph will always be straight, and the acceleration-time
graph will always be horizontal. When acceleration is positive, the velocity-time
graph should have a positive slope and the displacement-time graph should bend
upward. When acceleration is negative, the velocity-time graph should have a
negative slope and the displacement-time graph should bend downward. When
acceleration is zero, all three graphs should lie on the horizontal axis.

Questions 2
Here's the original altitude-time, or displacement-time, or position-time or whatever-
you-want-to-call-it graph.

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a. Here's the velocity-time graph. All the signs
are negative. The velocity became more and
more negative until the chute opened, then it
was a smaller (but constant) negative number
afterwards.

b. Here's the acceleration-time graph. The

skydiver falls with a constant negative
acceleration of −9.8 m/s2 for 7 seconds, then
she has no acceleration. No means zero
meters per second squared. Constant values
are horizontal lines on this graph.

❖ Curriculum Guide –Most Essential Learning Competency

❖ Teaching Guide
❖ Khan Academy
❖ The Physics Hyper textbook
❖ Physics Classroom
❖ https://www.nederland.k12.tx.us/view/3547.pdf

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