12 GENERAL

PHYSICS 1
Quarter 1

LEARNER’S MATERIAL
Module

General Physics 1 Grade 12

1
PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
1

GRADE 12
GENERAL
PHYSICS 1
Quarter 1

Development Team of the Module

Author: ANA JANICE F. ULANG

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

1
I What I need to know?

The first week of the module focuses on physical quantities, measure-

ments and vectors. Mathematical computations relevant to understanding the
language of physics will also be presented. The learning outcomes covered in this
part are significant figures, scientific notation, conversion of units from SI sys-
tem to another, precision and accuracy in measurements as well as system of
errors and vectors. Some practical applications in real life will be demonstrated
for better understanding of the topic presented. Furthermore, there will be as-
sessments that were anchored on the given competencies. You will find the an-
swers to the following questions as you perform the activities in this module.
The following are the learning objectives for this week:

Most Essential Learning Competencies (MELC):

1. Solve measurement problems involving conversion of units, expression of
measurements in scientific notation. STEM_GP12EU-Ia-1
2. Differentiate accuracy from precision. STEM_GP12EU-Ia-2
3. Differentiate random errors from systematic errors. STEM_GP12EU-Ia-3
4. Estimate errors from multiple measurements of a physical quantity using var-
iance. STEM_GP12EU-Ia-5
5. Differentiate vector and scalar quantities. STEM-GP12V-Ia-8
6. Perform addition of vectors. STEM-GP12V-Ia-9
7. Rewrite a vector in component form. STEM-GP12V-Ia-10

At the end of the module, learners are expected to:

A. use significant figures and scientific notation as a mathematical
expression;
B. identify and list the SI Base and Derive units of measurement as
he internationally accepted practical system of units of measurement;
C. convert units using prefixes, Metric system to English system and
vice versa;
D. differentiate precision and accuracy;
E. calculate percent error;
F. identify scalar and vector quantities; and
G. calculate resultant vectors using graphical and component method.

2
I What is new?

ACTIVITY 1: WORD HUNT

Objectives:
1. Make a list of the words that can be found in the given activity.
2. Familiarize and use the words in a sentence.

I. WORD HUNT. Circle the 10 words listed below. Words appear straight across,
backward straight across, up and down, down and up, and diagonally.

II. Write the words you see on the space provided below.
________________________ ___________________________
_______________________ ___________________________
________________________ __________________________
________________________ ___________________________
_______________________ ___________________________

III. 1. In your notebook, use the given words in a sentence. You may combine 2
or more words in your statement.
2. Use a dictionary or a Physics book to look for the definition of each word.
These words will be discussed as you perform the activities in this module.

3
D What I know?

Pre – assessment
1. Which of the following measurements represents a number with 2 significant
digits?
A. 1.00 km B. 0.01 N C. 10 kg D. 0.0010 m/s
2. The diameter of a hydrogen atom is approximately 0.000 000 000 1m. How is
this written in scientific notation?
A. 1 x 10-8 m B. 1 x 10-9 m C. 1 x 10-10 m D. 1 x 109 m
3. Which of the following measurements is the longest?
A. 5 cm B. 0.05 µm C. 500 mm D. 0.005 dm
4. An experiment shows that the mass of a sample of Aluminum bar is 55.92 g.
A student measures the mass and finds it to be 55.82 g, 55.84 g, 55.88 g, and
55.90 g in the first, second, third, and fourth trial, respectively. Which of the fol-
lowing statements is true for this measurements?
A. both accurate and precise C. precise but not accurate
B. neither accurate nor precise D. accurate but not precise
5. The density of a liquid is 2.20 g/mL, four groups of students were able to
measure its density in three trials. Which of the following sets of measurement
represents the value with good accuracy?
A. 1.85 g/mL, 1.79g/mL, 2.0 g/mL
B. 1.45 g/mL, 1. 88 g/mL, 2.30g/mL
C. 1.92 g/mL, 1.78 g/mL, 1.25 g/mL
D. 2.16 g/mL, 2. 17 g/mL, 2. 18 g/mL
6. A measurement that has both magnitude and direction is known as
__________.
A. scalar B. kinematic C. vector D. mechanics
7. Which of the following quantities is a vector?
A. gravity B. speed C. time D. work
8. A student were asked to walk around the four corners of the classroom and
ends up at his starting point. If each of the four sides measures 3.5 m long,
what is the magnitude of the total displacement covered by the student?
A. 14 m B. 12.25 m C. 7m D. 0
9. What is the West component of the remote control helicopter that flies at a
velocity of 6.80 m/s, 520 W of N?
A. 6.80 m/s, W C. 1.02 m/s, W
B. 4.19 m/s, W D. 5.36 m/s, W
10. During Science activity Maria travels 8.20km North, 3.30 km West and 2.70
km South. What is Maria‘s displacement?
A. 6.41 km, 310 W of N C. 6.41 km, 310 N of W
B. 5.50 km, 310 W of N D. 5.50 km, 310 N of W

4
D What is in?

Scientist use numbers to describe measurements. Such a number is

called a physical quantity. A physical quantity can be expressed as the combina-
tion of a numerical value and a unit. In Physics we use different mathematical
expression such as significant figures and scientific notation. In all computation,
answers must be expressed in correct number of significant figures and it is im-
portant to note that the standard unit should be used.

ACTIVITY 2: A Unit Away from You

Objectives:
1. Identify the numbers of significant figures.
2. Use scientific notation for very small and very large numbers.
3. Convert units of measurements to another

I. Give the number of significant figures in each of the following numbers:

1. 10 = _____ 6. 143 000 000 = _____
2. 100 = _____ 7. 0.000 010 = _____
3. 1.0 = _____ 8. 101 = _____
4. 10.10 = _____ 9. 500 = _____
5. 0.0010 = _____ 10. 1.43 x 108 = _____

II. Express the following in scientific notation.

a. The velocity of light in a vacuum is 300 000 000 m/s.
___________________________________________
b. The mass of the earth is about 6 000 000 000 000 000 000 000 000 kilograms.
___________________________________________
c. The rest mass of an electron is 0.000 000 000 000 000 000 000 000 000 000 910 953 4 kilogram.
___________________________________________

III. Convert the following units of measurement. Use conversion table for reference and express your an-
swer in correct no. of significant figures.
1. 150 hrs = ______ sec. 6. 320 C = _______ 0F
2. 8 800 yd = ______ mi 7. 95 0F = _______ 0 C
2
3. 40 920 cm = ______ km 8. 25.6 cm = _______ m2
4. 5.0cm/ sec = ______ in/sec 9. 1 decade = _______ weeks
5. 50 m/s = ______ km/hr 10. 45.1 cm3 = _______ in3

Guide Questions:
1. When is zero not significant in measurement?
__________________________________________________________________________________
2. How can a zero be made significant in measurement?
__________________________________________________________________________________
3. How are numbers in scientific notation written in standard form?
__________________________________________________________________________________
4. Why is it easier to convert different units of measurement in the metric system?
__________________________________________________________________________________

5
D What is it?

I. Significant Figures
Significant figures (sig. figs) are those digits in a number or measurement
that are not being used and considered as place-values. A significant figure is
comprised of the fewest digits capable of expressing a measured value without
losing accuracy.

Here are the Rules for Significant Figures which will help you to understand
them better.
a. All non-zero figures are significant: 25.4 has three significant figures.
b. All zeros between non-zeros are significant: 30.08 has four significant figures.
c. Zeros to the right of a non-zero figure but to the left of the decimal point are
not significant (unless specified with a bar): 109 000 has three significant fig-
ures.
d. Zeros to the right of a decimal point but to the left of a non-zero figure are not
significant: 0.050, only the last zero is significant; the first zero merely calls at-
tention to the decimal point.
e. Zeros to the right of the decimal point and following a non-zero figure are sig-
nificant: 304.50 have five significant figures.
f. Exponential digits in scientific notation are not significant. 1.12 x10 6 has three
significant digits

In mathematical operations involving significant figures, the answer is re-

ported in such a way that it reflects the reliability of the least precise operation.
For addition and subtraction, look at the places to the decimal point. Add or
subtract in the normal fashion, then round the answer to the LEAST number of
places to the decimal point of any number in the problem. For multiplication
and division, the LEAST number of significant figures in any number of the
problem determines the number of significant figures in the answer.

For example:
1. 143.11 – 1.5678 = 141.5422 = 141.54
In this operation, the least number of decimal places is two so the final answer
must have two decimal places.
2. 2.345 x 3.56 = 8.3482 = 8.35.
The final answer has three significant figures because the least number of signif-
icant figures in the operation is three that is 3.56.

II. Scientific Notation

Scientific notation or standard index notation is a way of writing any
number between 1 and 10 multiplied by an appropriate power of 10 notations. It
is a shorthand method of writing numbers that are very large or very small.
Scientific notation involves writing the number in the form M x 10n,
where M is a number between 1 and 10 but not 10, and n is an integer.

TAKE NOTE: An integer is a positive and negative whole number.

6
D What is it?

III. Precision and Accuracy

• Accuracy indicates the closeness of the measurements to the true or accepted
value.
• Precision is the closeness of the results to others obtained in exactly the same
way.
For example, the bull‘s-eye represents the accepted true value. Each dot
represents a repeated measurement of the same quantity.

Precise not Not precise Accurate not Precise and

Accurate not Accurate Precise Accurate
In certain situations in the laboratory, you may be measuring a quantity
that has an accepted value. The difference between the measured result and the
accepted value is the error in the result. To calculate the percent error:
Experiment al Value - Accepted Value
Percent Error  100%
Accepted Value

VECTORS
•Scalars are quantities that are fully described by a magnitude (or numerical
value) alone.
•Vectors are quantities that are fully described by both a magnitude and a direc-
tion. It is represented by an arrow the length represents magnitude and
arrowhead indicates direction.

Methods of Vector Addition

Graphical Method – also called the head-to-tail method, the tail of the vector is
the starting point of the vector, and the head (or tip) of a vector is the final,
pointed end of the arrow.
Steps:
1. Choose a suitable scale for the vectors so that they can be plotted on the pa-
per.
2. Draw an arrow to represent the first vector using a ruler and protractor.
3. To draw the second vector, place the tail of the second vector at the head of
the first vector. If there are more than two vectors, continue this process for
each vector to be added.
4. To get the resultant or the sum of the vectors, draw an arrow from the tail of
the first vector to the head of the last vector.
5. To get the magnitude of the resultant, measure its length with a ruler.
6. To get the direction of the resultant, measure the angle it makes with the ref-
erence frame using a protractor.

7
D What is it?

Pythagorean Theorem - The Pythagorean Theorem is a useful method for deter-

mining the result of adding two (and only two) vectors that make a right angle to
each other. The method is not applicable for adding more than two vectors or for
adding vectors that are not at 90-degrees to each other.

Component Method – vector resolution using x and y components.

Steps:
1. Find the x and y components of the given vectors using trigonometric func-
tions: x-component = A cos Ө and y component = A sin Ө.
2. Get the summation of x-components and y-components.
3. Use the summation of x and y components as the legs of a right triangle.
4. Use Pythagorean Theorem to find the hypotenuse of the right triangle. This is
the magnitude of the resultant vector.
5. Use the arctangent or inverse tangent function to find an angle in the right
triangle. This will let you state the direction of the resultant.

E What is more?

ACTIVITY 3: PRECISION AND ACCURACY

Objectives:
1. Analyze sets of data and decide whether the measurements are precise
and/or accurate.
2. Calculate percent error.

The following sets of measurement for the density of a small cylinder of

aluminum were given. The ‗accepted‘ density of aluminium is 2.702 g/cm3.
SET A SET B
2. 240 g/cm3 2.700 g/cm3
2. 690 g/cm3 2.705 g/cm3
2. 450 g/cm3 2.703 g/cm3
2. 150 g/cm3 2.701 g/cm3

1. Calculate the average value for each set of density. ______________________

2. Calculate the % error for each set of values. _______________________
3. Compare the average value for each set with the accepted value:
Which student‘s data is more accurate? _____________________________
Which student‘s data is more precise? _____________________________
4. Compare the percentage error for each set:
Which student‘s data is more accurate? _____________________________
Which student‘s data is more precise? _____________________________

8
E What I can do?

ACTIVITY 4: MAKE YOUR OWN MAP

Objectives:
1. Represent vectors graphically.
2. Use head-to-tail method in solving resultant.
II. Materials:
ruler protractor pencil
III. Procedure
1. Estimate the distance of your house from:
Point A: friend‘s house Point C: market
Point B: school Point D: church
2. Draw a map with your estimated distance, use the scale: 1cm : 1m
Guide Questions:
1. What is the total distance from your house to the church?
_______________________________________________________________________________
2. How far is your house from the market?
_______________________________________________________________________________
3. If you go to your friend‘s house and the two of you went to the church before
going to school, what is your total distance covered?
_______________________________________________________________________________
4. What is your resultant displacement? Show your answer using graphical
method.
_______________________________________________________________________________

E What else can I do?

ACTIVITY 5: LET’S USE MATH!

Objectives:
1. Calculate resultant vector using Pythagorean Theorem.
2. Determine the x and y component of the given vectors.
3. Calculate the resultant vector using component method.
I
. Solve the resultant vector using Pythagorean Theorem and determine the direc-
tion using trigonometric functions.
1. A group of soldiers walked 15km, North from their camp, then covered
10km more due East. What is the total displacement from the starting point?
2. Find the resultant displacement of the car: 30 km, South and 50 km
West.
II. Solve the resultant vector using component method.
Three group of students joined Olymphysics 2020. Each is given a com-
pass, meter stick, calculator, a piece of paper and three displacements:
A = 10.5 m, North
B = 7.5 m, 500 N of E
C = 12.8 m, 2250 CCW from East

9
E What else can I do?

The three displacements lead to the point where the key to the next sta-
tion of the game could be found. The group of students start measuring immedi-
ately, but the leading team first calculates where to go. What does the team cal-
culate?
Guide Questions:
1. What are the x and y component of the given displacements?
X – COMPONENT Y - COMPONENT
DISTANCE ANGLE
A cos Ө A sin Ө
A = 10.5 m 900
B = 7.5 m 500
C = 12.8 m 2250

= =

2. Using the summation of x and y component, calculate the magnitude of the

resultant displacement using Pythagorean: R =  ЄX2 + ЄY2
What is the magnitude?
_______________________________________________________________________________
3. Determine the direction using arctangent or inverse tangent: Ө = tan-1 /y/x/
_______________________________________________________________________________
4. What is the magnitude and direction of the resultant displacement?
_______________________________________________________________________________

A What I have learned?

PHYSICS IN ACTION

1. Market vendors are required to calibrate correctly the balances they use to
ensure the accurate weighing of goods. Why do you think the government im-
poses penalties on dishonest vendors?

2. Write your own scenario illustrating the importance of measurement in daily

life. You may include your experiences for example in cooking or in sports to
enumerate applications and to describe importance of precision and accuracy.

3. Analyze the motion of a basketball when it is being dribbled by a player. How

will you relate this image in getting the resultant vector?

Fapplied

10
A What I can achieve?

Post – Assessment
1. Which of the following measurements represents a number with 4 significant
digits?
A. 208.0 km B. 5.0 m/s C. 0.0006 kg D. 75.1 N
2. Which of the following statements does not describe a vector quantity?
A. a ball projected upward
B. a 900 kg mass
C. wind moving at 120 km/hr Nof W
D. an airplane at 210 km, 22.50 E of N
3. How many 100 g pieces can be made out of a 2.5 kg solid block?
A. 4 B. 25 C. 40 D. 250
4. The mass of an unknown substance is 2.86 g. Which of the following sets of
measurements represents the value with both accuracy and precision?
A. 2.85 g, 2.86 g, 2.84 g, 2.81 g C. 1.98 g, 2.02 g, 1.96 g, 2.01 g
B. 1.78 g, 1.80 g, 1.76 g, 1.81 g D. 2.81 g, 1.98 g, 2.40 g, 2.78 g
5. The average density of an Aluminum bar measured by the students is 2.68 g/
cm3. You look up for the density of the Aluminum at room temperature and find
it to be 2.70 g/cm3. What is the percent error?
A. 0.641% B. 0.741% C. 0.841% D. 0.941%
6. Which of the following quantities is a scalar?
A. torque B. weight C. momentum D. pressure
7. A measurement that has magnitude only is known as __________.
A. scalar B. kinematic C. vector D. mechanical
8. Which of the following pairs of displacements will give a resultant with 0 mag-
nitude?
A. 4km, E and 2km, E C. 4km, E and 4km, N
B. 4km, E; 6km, W and 2km, E D. 4km, S and 2km, N
9. A car travels 60km, NE then turns 20km, NW. Which of the following shows
the correct vector diagram of the given displacements?
A. C.

B. D.

10. What is the x and y components of vector A traveling in a velocity of 10 m,

300 counterclockwise from East?
A. x: 5m, y: 8.66 m C. x: 4.5 m, y: 8.66 m
B. x: 8.66m, y: 5m D. x: 6.88 m, y: 5m

11
Module

General Physics 1 Grade 12

1
PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
2

GRADE 12
GENERAL
PHYSICS 1
Quarter 1

Development Team of the Module

Author: ANA JANICE F. ULANG

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:

12
I What I need to know?

The second week focuses on motion (kinematics), a follow-up of the first

part which is Measurement. This involves motion along straight line, graphing
motion, distance and displacement, speed and velocity, and acceleration. It re-
quires analytical thinking in solving word problems about motion. You will
need scientific calculator to assist you in your calculations. Always remember
to take note of the equations or formula for linear motion that you will come
across the module, you will also use those equations in the next part of our
module which is motion in two dimensional.
To learn more about second week‘s discussion the following objectives
will serve as your guide:

Most Essential Learning Competencies (MELC)

1. Convert a verbal description of a physical situation involving uniform acceler-
ation in one dimension into a mathematical description. STEM_GP12Kin-Ib-12
2. Interpret displacement and velocity, respectively, as areas under velocity vs.
time and acceleration vs. time curves. STEM_GP12KIN-Ib-14
3. Interpret velocity and acceleration, respectively, as slopes of position vs. time
and velocity vs. time curves. STEM_GP12KIN-Ib-15
4. Construct velocity vs. time and acceleration vs. time graphs, respectively, cor-
responding to a given position vs. time-graph and velocity vs. time graph and
vice versa. STEM_GP12KIN-Ib-16
5. Solve for unknown quantities in equations involving one-dimensional uni-
formly accelerated motion. STEM_GP12KIN-Ib-17
6. Solve problems involving one-dimensional motion with constant acceleration

At the end of the lesson, learners are expected to:

A. differentiate distance, displacement, speed, velocity and acceleration;
B. analyze the motion of an object on a graph in terms of its displace
ment, velocity and acceleration as functions of time;
C. construct multiple motion graphs:
C.1 displacement time graph;
C.2 velocity time graph;
C.3 acceleration time graph;
D. solve problems related to uniformly accelerated motion; and
E. demonstrate and describe the motion of a free falling body.

13
I What is new?

Motion can be describe using words, tables, numerical data, equations or

formula or even graphs. In this part, your previous knowledge in making graphs,
interpreting slopes of the graph and calculating slope of the graph will be needed.

ACTIVITY 1: WHO IS THE FASTEST?

Objectives: 1. Compare the motion of the body.

2. Interpret the graph.

Guide Questions:
1. Which runner completed the 100 m race in the least amount of time? What
was his time?
_____________________________________________________________________________
2. Which runner started out the fastest?
_____________________________________________________________________________
3. What was Leroy doing between 8 to 12.5 seconds?
_____________________________________________________________________________
4. What does a straight line on this graph tell you? A curved line?
_____________________________________________________________________________
5. What does the slope of the graph indicate?
_____________________________________________________________________________

14
D What I know?

Pre-Assessment
Direction. Choose the letter of the correct answer.
1. It is a complete description of speed with direction.
A. speed B. velocity C. acceleration d. motion

2. If the velocity of a moving object is constant, the acceleration is

A. positive B. negative C. constant D. zero

3. The slope of a velocity-time graph indicates __________, and the area under
curves indicates ___________.
A. velocity – distance C. velocity – displacement
B. acceleration – distance D. acceleration – displacement

4. When the speed of an object does not change, it is moving at

A. changing speed C. increasing speed
B. constant speed D. decreasing speed

5. If a car accelerates from 3 m/s to 12m/s in 3 seconds, what is the car‘s accel-
eration?
A. 1m/s2 B. 2 m/s2 C. 3 m/s2 D. 4 m/s2

6. James Collin went driving one weekend. He covered a distance of 150 km in 5

hrs. At the end of his drive, he returned back to where he started. What was his
average velocity for the trip?
A. 30 km/hr B. 20 km/hr C. 10 km/hr D. 0
For nos. 7 to 9, refer to the given graph below:
A. B. C. D.
x x v v

t t t t
7. Which of the graphs above describes an object moving with uniformly acceler-
ated motion?
8. Which of the graphs above describes an object that is speeding up?
9. Which of the graphs above describes an object that is slowing down?

10. Describe the motion of the ball that is thrown up in the air as illustrated by
the picture to the right. Which of the following is true about the ball‘s velocity at
the highest point B?
A. its velocity is zero
B. its velocity is constant
C. its velocity is increasing
D. its velocity is decreasing

15
D What is in

ACTIVITY 2: ALL ABOUT MOTION

Objectives: 1. Identify the key terms used to describe motion.

2. Analyze the motion of an object on a graph in terms of its dis
placement, velocity and acceleration as functions of time.
3. Interpret the slope of the graph.

Part I: Match the given in Column A with the answer in Column B.

COLUMN A COLUMN B
1. It refers to how fast the object is moving. A. acceleration
2. It is the change in position of an object. B. distance
3. The total amount an object has moved. C. speed
4. It is speed with direction. D. displacement
5. The rate at which velocity changes. E. velocity

Part II: Draw the slope of the graph that fits the description below.

v v a

t t t
constant + acceleration zero acceleration negative acceleration
Part III: Interpret the slope of
the position vs. time graph. Encircle the correct symbol (+, - or 0) that would in-
terpret the slope in terms of its velocity and acceleration. Note: (+) means in-
creasing rate and (–) means decreasing rate.
1. x 3. x
v= + - 0 v= + - 0

a= + - 0 a= + - 0
t t

2. x 4.
x
v= + - 0 v= + - 0

a= + - 0 a= + - 0

t t

5. x
v= + - 0

a= + - 0
t

16
D What is it?

In Physics a graph is ―worth a thousand numbers‖. A great deal of infor-

mation can be obtained by looking and interpreting graphs describing motion
(displacement, speed, velocity, and acceleration).
To know what a slope of a graph indicate use the equation for slope. In
mathematics, slope is equal to rise/run or êy/êx.
For example the figure below shows a displacement vs. time graph or sometimes
called position vs. time graph.
y = y2—y1
Slope =
x = x2—x1
By substitution what is in x and y:
y = displacement
Slope = = velocity
x = time

Thus, the slope of a displacement vs. time graph indicates velocity.

To interpret the slope, use the equation and substitute the x and y coordi-
nates. From the given graph, the slope from 0s to 6s is positive and is not
changing, this indicates that the body is moving with constant velocity and the
body is moving away from its original position. Form 6s to 12s the slope is zero,
this indicates that the body is at rest. And from 12s to 18s the slope is negative
and is not changing, this means that the graph is at decreasing function, con-
stant negative velocity, the body is going back to its original position.
If you plot the displacement against time for a body moving at changing
velocities – the result will be a curved line. The slope of a curved line is defined
at any point by the slope of the line tangent to the curve. The value of this slope
corresponds to the magnitude of the instantaneous velocities.
Since curved line represents changing velocities, it means that accelera-
tion is present. The body may either be moving from fast to slow or slow to fast.

Self –Check!

1. If the slope of a position-time graph indicates velocity, the

slope of a distance-time graph indicate? velocity – time graph?
2. Carefully analyze the graph of the motion of an object shown
below, then answer the questions that follow.
1. Where is the object at t =
4s?
2. Describe the motion of the
object per section. (a, b, c, d,
e, and f)
3. Calculate the total distance
and total displacement of the
object.

17
D What is it?

II. Acceleration: Changing Velocity

Acceleration is a vector quantity that is defined as the rate at which an
object changes its velocity. An object is accelerating if there is a change in speed,
change in direction or change in both speed and direction.
a = v = vf - vi
t = t
To represent acceleration, the slope of a velocity vs. time graph or an ac-
celeration vs. time graph can be used. However, it is not just the slope of the
graph that represents motion, also, area under curves of a graph can be used to
interpret the movement of the body.
To know what the area under curves of a graph indicates, use the equa-
tion for area. To find the area of a rectangle, multiply the length by the width. To
find the area of a triangle, we use ½ bh, where b is the base and h is the height
of the triangle.
Area = ½ bh = ½ yx
=½yx
= ½ (m/s2) (s)
= m/s = unit of velocity
Thus, the area under curves of acceleration-
time graph indicates velocity

III. Quantitative Description of Motion

The description of motion in one dimension with constant acceleration requires
only three basic equations that will allow you to develop simple relationships among kin-
ematics quantities – displacement, velocity, acceleration and time.
3 Basic Equations for Uniformly Accelerated Motion
1. vf = vi- + at where:
2. vf2 = vi2 + 2ad vf - final velocity d - displacement
3. d = vit + ½ at2 vi - initial velocity t - time
a - acceleration
IV. Free Fall
A free falling object is one that is falling under the sole influence of the force of
gravity. In free fall, object does not encounter air resistance and falls to the Earth at a
rate of 9.8 m/s2.
The best way to see the basic features of motion involving gravity is to start by
considering straight up and down motion with no air resistance or friction. This means
that if the object is dropped, we know the initial velocity is zero. Once the object is in
motion, the object is in free-fall. Under these circumstances, the motion is one-
dimensional and has constant acceleration, g. The kinematic equations for objects expe-
riencing free fall are: where:
1. vf = vi- + gt vf - final velocity d - displacement
2. vf2 = vi2 + 2gd vi - initial velocity t - time
3. d = vit + ½ gt2 g - acceleration due to gravity

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E What is more?

ACTIVITY 3: MOTION IN EQUATIONS

Objectives: 1. Calculate the velocity of a moving body.

2. Determine the acceleration of a moving body.
3. Solve word problems related to uniformly accelerated motion
and free falling body.

Part I. Complete the table showing the distance and time travelled of a runner
below by calculating velocity and acceleration.

Guide Questions:
1. What do the differences in the recorded time of runners indicate?
2. What happens when the runner changes his velocity?
3. Are velocity and acceleration the same? Explain.

Part II. Solve the following word problems using equations of UAM and free fall.
1. A baseball has an acceleration of 0.5 m/s2. If it covered a distance of 10 m
starting from rest, what is its velocity? How much time is needed for this change
in velocity?
2. A bus is moving at 15 m/s slows down at 1.5 m/s2 to a velocity of 10 m/s.
How far did the bus go during the slow down?
3. Nikki drops her doll from the rooftop 10 m above the ground. Neglecting air
resistance, how long it will take to reach the ground?

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E What I can do?

ACTIVITY 4: EXPERIMENT TIME!

Objectives: 1. Define free fall.

2. Demonstrate and describe the motion of a free falling body.

Procedure:
1. Device a simple experiment to test whether the object with higher mass will
fall faster than lighter ones (or whether two objects of different masses will accel-
erate differently at free fall).
2. You could use two balls of the same size, but different mass, a metal and a
rubber ball or a wooden and a plastic ball, as long as the two are about of the
same size. If two spherical balls like this are unavailable, you could try some-
thing like an apple and a similar-size round rock.
2. Use a camera to video the experiment, you may seek assistance from your
parents or siblings. Make sure you recorded your experiment step by step.
3. Make a video presentation of your experiment and write a lab report.

E What else can I do?

ACTIVITY 5: FREE FALL IN GRAPHS

Objectives: 1. Make a graphical representation of a free falling body.

2. Describe the motion of a free falling body using graphs.

Situation: A ball is thrown vertically upwards with an initial velocity, vi. It

reaches a maximum height and then falls back. Acceleration due to gravity, g
and displacement is d. How will you describe the motion of the ball using
graphs?

Task: Make 3 graphical representation of the situation given above and explain
using concepts of graphing motion.

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A What I have learned?

PHYSICS IN ACTION
1. How will the knowledge of Kinematics help you in supporting defensive driv-
ing?
_____________________________________________________________________________
2. Using what you know on free fall, express your idea on this topic ―Don‘t Fire
Guns in the Air‖.
_____________________________________________________________________________
3. Make a NOTE CARD. Write 3 things you learned, 2 things you found interest-
ing and 1 question you still have about the discussion.

A What I can achieve?

POST - ASSESSMENT

1. Direction. Choose the letter of the correct answer.

1. A changing velocity indicates ______________.
A. speed B. velocity C. acceleration d. motion
2. It is zero if the slope of a position – time graph is horizontal.
A. speed B. velocity C. acceleration d. motion
3. On a distance-time graph, a straight line sloping upward to the right corre-
sponds to a motion at ________________.
A. changing speed C. increasing speed
B. constant speed D. decreasing speed
4. The area under curves of acceleration-time graph indicates ____________.
A. speed B. velocity C. acceleration d. displacement
5. Ignoring air resistance, an object falling toward the surface of the earth has a
velocity that is _____________.
A. constant B. changing C. increasing D. decreasing
6. How long does a high pitched ball with an acceleration of 2.0 m/s 2 take to go
from 10 m/s to 30 m/s?
A. 10 s B. 20 s C. 30 s D. 40s
7. What is the acceleration of a body that moves at a rate of 2 m/s to 6 m/s in
4s?
A. 0.5 m/s2 B. 1 m/s2 C. 1.5 m/s2 D. 2 m/s2
For nos. 8 – 10, refer to the graph below.
8. Which letter indicates constant
velocity?
9. Which letter indicates constant
positive acceleration?
10. What is the total displacement of
the body?
A. 10 km B. 15 km
C. 20 km D. 25 km

21
22
WEEK 1
Pre Assessment Post Assessment
1. D 6. C 1. A 6. D
2. C 7. A 2. B 7. A
3. C 8. D 3. B 8. B
4. A 9. D 4. A 9. B
5. D 10. A 5. B 10. B
WEEK 2
Pre Assessment Post Assessment
1. B 6. D 1. C 6. A
2. D 7. D 2. B 7. B
3. D 8. B 3. B 8. B
4. B 9. A 4. B 9. A
5. C 10. A 5. A 10. A
Answer
Reference

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Navaza and Valdes. (2005). You and the Natural World Series: Physics. (2nd Ed).
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Padua and Crisostomo. (2003). Practical and Explorational Physics: Modular Ap-
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E-physics Iv (science and Technology)' 2003 Ed.
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