KINEMATICS IN ONE DIMENSION

for GENERAL PHYSICS 1/ Grade 12

Quarter 1/ Week 3

1
OBJECTIVES
At the end of this Self-Learning Kit, you should be able to:
K: identify the kinematic variables (distance, time, velocity, and
acceleration) in a given set of conditions of a particle in motion;
S: construct graphs given sets of values;
: solve simple problems involving uniform motion and uniformly accelerated
motion; and
A: value the importance of graphs by understanding the pattern it conveys
especially in telling patterns and relationships.

LEARNING COMPETENCIES

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).

Interpret velocity and acceleration, respectively, as slopes of positionvs.

time and velocity vs. time curves (STEM_GP12KINIb-15).

Construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to a given position vs. time-graph and velocity vs. time
graph and vice versa (STEM_GP12KINIb-16).

Solve for unknown quantities in equations involving one-dimensional

uniformly accelerated motion, including free fall motion
(STEM_GP12KINIb-17).

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
(STEM_GP12KINIb-19).
I. WHAT HAPPENED

PRE-ACTIVITY:
Activity:
ARE YOU MOVING OR NOT?
Directions:

1. Read and study the topic on DESCRIBING AND DEFINING

MOTION below.
2. Read and answer the guide questions in the Data Sheet.
3. Draw conclusions based on the guide questions.

DESCRIBING AND DEFINING MOTION

Let us consider this event. You were standing at the road side when a
Ceres bus passed by. You noticed your classmate Pedro was sitting inside the
bus travelling from Dumaguete City to Mabinay. You observed and surely your
common sense will tell that Pedro was in motion.
Your observations and conclusions are valid and true that Pedro was in
motion. There was a change in his position from your point of view. The
location of Pedro (at some time) changed in an imaginary line. Hence, you can
say that motion is a change in position or location of a particle as a function
of time.
However, let us look at the same event inside the Ceres bus where Pedro
is seated. Is Pedro in motion? Technically Pedro is not in motion. He is just sitting
down. His position or location has not changed as a function of time. To an
inside observer, Pedro is not in motion. If Pedro is not in motion but the bus is in
motion, then it is possible that Pedro will be left from the bus.
How do you assess this situation? How will you justify these valid and
real observations? What will be the improved or revised definition of motion?
What caused the different observations made regarding Pedro’s location as
a function of time?

The following illustrations will provide a better picture of the situation.

Situation A. As the observer, you are outside the bus seeing Pedro inside the
bus.
Situation B. The observer is inside the bus with Pedro on the front seat.

Based on the story you have read and illustrations you have seen,
answer the questions found in the data sheet. Write your answers on your
notebook/Answer Sheet using the format shown below.

Guide Questions Responses/Answers

1. Where were you standing when the bus
passed by?
2. Whom did you see inside the bus?
3. Was he seated inside the bus?
4. Can you say that your classmate was in
motion? Why?
5. Did the observer inside the bus noticed
that your classmate was just seated?
6. Why do you think that your observation
and the inside observer were NOT the
same?
7. Why did you see your classmate to be in
motion while the inside observer did not?
8. What is the difference in the point of
reference or observation between you
and the inside observer?
9. Do you think this was the reason why you
had different observations regarding the
apparent motion of your classmate?
10. What is motion?
A. Velocity versus Time

In the Cartesian coordinate system, the y-axis will be designated as

velocity in meters per second (m/s) while the x-axis will be designated as the
time in seconds (s). The time and velocity of the moving particle is graphically
shown below:

The area in the above graph can be solved by multiplying its length by
its width. Hence, if we use the formula,

Area = length shown as time (s) x width shown as velocity (m/s) = m or simply
its displacement.

Example: A particle is moving at 10 m/s, what is its displacement after

20 s?

Area = length x width

= 20 s x 10 m/s

= 200 m is the variable displacement

B. Acceleration versus Time

Using a similar line of thought as above, the graph below will be

obtained.

The area in the above graph can be solved by multiplying its length by
its width. Hence, if we use the formula,
Area = length shown as time(s) x width shown as acceleration = m/s or its
velocity.

Example: A particle is accelerating at 3.0 m/s2, what is its velocity after 20

seconds?

Area = 20 s x 3.0 m/s2

= 60 m/s is the variable velocity

C. Position versus Time

This time we apply the concept of the slope of the line generated
between these two variables of a moving particle which are position and
time. The slope (m) of the generated line or curve will be obtained by
dividing the y component with the x component.

Using the Cartesian coordinate system, the following figure can be

obtained:

Slope = y component (m) ÷ x component (s) = m/s, which is the unit of

measure for velocity (m/s)

Example:

A particle has moved from 0 to 30 m after 10 seconds. What is its

velocity?

Using the graphical representations:

m = y/x

= 30 m/ 10 s

= 3 m/s which is the particle’s velocity

and represents graphically the slope of the
line
D. Velocity versus Time
Using the slope (m) of the generated line from this relationship will yield
acceleration. Similar procedure will be used in representing the interpretation.

Slope (m) = y component ÷ x component = velocity (m/s) ÷ time (s) = m/s2

This will give us the physical quantity called acceleration in (m/s2).

Example:

A particle is moving from 0 m/s to 20 m/s. After 10 seconds what is its

acceleration? Using the formula to find the slope of the line, m = y component
÷ x component.

m = (20 - 0) m/s ÷ (10 - 0) s

= 2 m/s2, which is a graphical representation of

the linear slope and its corresponding physical
quantity the acceleration.

Here in the four different illustrations, we were able to show how certain
kinematic variables can be obtained using and interpreting graphical
representations.

Graph is very important tool for effective and reliable conclusions that one
may draw from its construction and geometry. It helps and facilitates in answering
questions that can arise from the given set of graphed information.

Velocity is the change in position of a particle relative to time expressed

in meters per second while acceleration is the change in velocity of a moving
particle with respect to time measured in meters per second squared.

The abovementioned parameters can be shown graphically as you

perform the tasks below. Be guided by the directions provided. Do this in a
graphing paper. Answer the questions after each task on your
notebook/Activity Sheet.

ACTIVITY: Graphing
Materials needed:

a. Pencil with eraser

b. Graphing or cross section papers
c. Ruler
d. Calculator

Procedure:

1. Get your pencil and graphing or cross section paper.

2. Plot the points using the tabulated values in the table below.
3. Use the x axis as the location of time as the independent variable.
4. Use the y axis as the location of position as the dependent variable.
5. Use your ruler to draw the approximate line of regression (the line that
possibly connects the majority of the plotted points).
Time (s) Position (m)
0 0
2 3
4 7
6 12
8 16
10 20
12 24
14 29
16 32
18 36
20 40
6. Choose any two points along the x axis and find its difference.
7. Write this as delta X (∆X).
8. Choose any two points along the y-axis and find its difference.
9. Write this as delta Y (∆Y).
10. Solve for the slope of the line by dividing ∆Y by ∆X.
11. Write this value in your graphing paper as the slope of the line.

Questions:

1. What does the slope of the line represent?

2. What is its unit of measure?
3. Choose another set of values for ∆Y and ∆X and solve for the slope?
4. Compare the results. Explain briefly your answer.

Procedure:
1. Repeat the same procedure as in part 1 from Nos. 3 to 11.
2. Solve for the Velocity (position ÷ time) in the tabulated data below.
3. Write your corresponding answers in the spaces provided in the table.
4. Use the x axis as the location of time as the independent variable.
5. Use the y axis as the location of velocity as the dependent variable.
6. Answer the same questions 1-4 in Task No. 1.

Time (s) Position (m) Velocity (m/s)

0 0
2 3
4 7
6 12
8 16
10 20
12 24
14 29
16 32
18 36
20 40
Procedure:
1. Repeat the same procedure as in part 1 from No. 3-11.
2. Solve for the Acceleration (∆V ÷ ∆t) or (V2- V1) ÷ t2 - t1) in the tabulated
data below.
3. Write your corresponding answers in the column as shown in the table
below.

Time (s) Position (m) Velocity (m/s) Acceleration

(m/s2)
0 0
2 3
4 7
6 12
8 16
10 20
12 24
14 29
16 32
18 36
20 40

4. Use the x axis as the location of time as the independent variable.

5. Use the y axis as the location of acceleration as the dependent
variable.
6. Answer the same questions 1-4 in Task No. 1.

Expected Outputs:

Task 1: Graph Task 2: Graph Task 3: Graph

II. WHAT I HAVE LEARNED
EVALUATION/POST-TEST

MULTIPLE CHOICE: Choose the letter of the correct answer. Write it in

your notebook/Answer Sheet. Show your solutions for items involving problem solving.
1. Which of the following units of measure indicates kinematic variable?
a. m/g b. kg/s2 c. s/m d. m
2. Which of these statements is (are) true?
1. An object can have zero acceleration and be at rest.
2. An object can have nonzero acceleration and be at rest.
3. An object can have zero acceleration and be in motion.

a. 1 only b. 1 and 3 c. 1 and 2 d. 1, 2, 3

3. A car is moving from rest and is uniformly accelerating at 2 m/s2.
Which of the following statements is/are true?
1. The speed of the car will increase.
2. The speed of the car will decrease.
3. The acceleration of the car will increase.
4. The acceleration of the car will decrease.

a. 1 b.1 and 4 c. 2 d. 1 and 3

4. Two cars are traveling at the same speed and the drivers hit the brakes
at the same time. The deceleration (slowing down) of one car is double
that of the other. By what factor do the times required for the two cars
to come to as to differ?
a. twice as long c. one fourth as long
b. half as long d. four times as long
5. Which of the following statements best describes acceleration?
a. It is a change in the particle’s velocity per unit time.
b. It is apparent change in location/position of a moving particle with
reference to its point of origin.
c. It is the change in position (displacement) of a particle as a function
of time.
d. It is the distance travelled as a function of time.
6. A pedicab travels in a straight line along the Kagawasan Avenue. Its
distance 𝑥 from a ―pasahero‖ is given as a function of time by the equation
𝑥 = 𝛼 2 − 𝜔 3, where 𝛼 = 1.50 m/s2 and 𝜔 = 0.045 m/s3. What is the average
velocity of the pedicab for each interval at i. = 0s to = 2 s; ii. = 0s to
= 4 s; iii. = 2 s to = 4 s?
a. i. 2.80 m/s
ii. 5.28 m/s
iii. 7.74 m/s
b. i. 2.88 m/s
ii. 5.18 m/s
iii. 9.77 m/s
c. i. 2.80 m/s
ii. 5.29 m/s
iii. 7.75 m/s
d. i. 2.80 m/s
ii. 5.28 m/s
iii. 8.74 m/s
7. A Visayan spotted deer moving with constant acceleration covers a distance
between two points 40.0 apart in 5.00 . Its speed as it passes the
second point is 12.0 / . What is its speed at the first point? a. 4.0 m/s
b. 20.0 m/s c. 1.28 m/s2 d. 200 m/s2

Quarter 1 Week 3 Module 2: Kinematics problem solving

1. Georgia is jogging with a velocity of 4 m/s when she accelerates at 2 m/s2 for 3 seconds. How fast is Georgia
running now?

2. In a football game, running back is at the 10 yard line and running up the field towards the 50 yard line, and
runs for 3 seconds at 8 yd/s. What is his current position (in yards)?

3. A cat is moving at 18 m/s when it accelerates at 4 m/s2 for 2 seconds. What is his new velocity?

4. A race car is traveling at +76 m/s when is slows down at -9 m/s2 for 4 seconds. What is his new velocity?

5. An alien spaceship is 500 m above the ground and moving at a constant velocity of 150 m/s upwards. How high
above the ground is the ship after 5 seconds?

6. A bicyclist is traveling at +25 m/s when he begins to decelerate at -4 m/s2. How fast is he traveling after 5
seconds?

7. A squirrel is 5.0 m away from you while moving at a constant velocity of 3 m/s away from you. How far away is
the squirrel after 5 seconds?

8. A ball is dropped off a very tall canyon ledge. Gravity accelerates the ball at 9.8 m/s2. How fast is the ball
traveling after 5 seconds?

9. A bike first accelerates from 0.0 m/s to 5.0 m/s in 4.5 s, and then continues at this constant speed for another
4.5 s. What is the total distance traveled by the bike?

10. A car traveling at 20 m/s when the driver sees a child standing in the road. He takes 0.80 s to react, then steps
on the brakes and slows at 7.0 m/s2. How far does the car go before it stops?

11. A car starts 200 m west of the town square and moves with a constant velocity of 15 m/s toward the east.
Draw a graph that represents the motion of the car
a. Where will the car be 10 minutes later?
b. When will the car reach the town square?
12. At the same time the car in #11 left, a truck was 400 m east of the town square moving west at a constant
velocity of 12 m/s.
a. Add the truck’s motion to the graph you drew for question #11.
b. Find the time where the car passed the truck.
13. A car is coasting backwards downhill at a speed of 3.0 m/s when the driver gets the engine started. After 2.5 s,
the car is moving uphill at 4.5 m/s. assuming that uphill is positive direction, what is the car’s average
acceleration?

14. A car slows from 22 m/s to 3.0 m/s at a constant rate of 2.1 m/s2. How many seconds are required before the
car is traveling 3.0 m/s?
15. An airplane starts from rest and accelerates at a constant rate of 3.00 m/s2 for 30.0 s before leaving the
ground.
a. How far did it move?
b. How fast was it going when it took off?

16. A brick is dropped from a high scaffold.

a. What is its velocity after 4.0 s?
b. How far does the brick fall during this time?

17. A tennis ball is thrown straight up with an initial speed of 22.5 m/s. It is caught at the same distance above the
ground.
a. How high does the ball rise?
b. How long does the ball remain in the air?

18. Consider the following velocity-time graph. 0 20 30 40 10 t (s) v (m/s) 0 2 4 10 6 8 12 Determine the
displacement after t = ... a. 10 s. b. 20 s. c. 30 s. d. 40 s.

19. A bag is dropped for a hovering helicopter. When the bag has fallen for 2.00 s, a. what is the bag’s velocity? b.
how far has the bag fallen?

20. Bumblebee jumps straight upwards with a velocity of 14.0 m/s.What is his displacement of after 1.80 s?

21. A surprisingly spherical decepticon is rolled up a constant slope with an initial velocity of 9.3 m/s.What is the
acceleration of the decepticon if its displacement is 1.9 m up the slope after 2.7 s?

22. Optimus Prime coasts up a hill initially at 11.0 m/s. After 9.3 s he is rolling back down the slope at 7.3 m/s.
What is his acceleration?

23. Sonic (you know, the Hedgehog) rolls up a slope at 9.4 m/s. After 3.0 s he is rolling back down at 7.4 m/s. How
far up the hill is he at this time?

24. Luigi jumps straight upwards at 15.0 m/s. How high is he when he is travelling at:
a) 8.0 m/s upwards?
b) 8.0 m/s downwards?

Kinematics

Direction: Explain briefly.

1. A honeybee leaves the hive and travels 2 km before returning. Is the displacement for the trip the same
as the distance traveled? If not, why not?
2. Two buses depart from Chicago, one going to New York and one to San Francisco. Each bus travels at a
speed of 30 m/s. Do they have equal velocities? Explain.

3. One of the following statements is incorrect. (a) The car traveled around the track at a constant velocity.
(b) The car traveled around the track at a constant speed. Which statement is incorrect and why?

4. At a given instant of time, a car and a truck are traveling side by side in adjacent lanes of a highway. The
car has a greater velocity than the truck. Does the car necessarily have a greater acceleration? Explain.

5. The average velocity for a trip has a positive value. Is it possible for the instantaneous velocity at any
point during the trip to have a negative value? Justify your answer.

6. An object moving with a constant acceleration can certainly slow down. But can an object ever come to a
permanent halt if its acceleration truly remains constant? Explain.