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ABSTRACT

Title: EFFECTIVENESS OF PhET INTERACTIVE SIMULATION TO GRADE 8

STUDENTS IN RELATION TO SELECTED COMPETENCIES
IN PHYSICS

Research Design: Quasi-Experimental Pre-Test and Post-Test Control Design

Sampling: Purposive Sampling
Data Collection: Pre-Test and Post Test
Data Analysis: T-test paired with sample analysis (SPSS)

The study focused on the effectiveness of PhET Interactive Simulation on Grade

8 learners in relation to selected competencies in Physics. This is in response to DepEd
Order No.78, s.2010, Guidelines on the Implementation of the DepEd Computerization
Program (DCP) where in its fourth and fifth objective stated the integration of ICT in the
school system and raise the ICT literacy of learners, pupils, students, teachers, and
school heads.
This quantitative study utilized Quasi-Experimental Pre-test and Post-test
Control Group Design. It answered three questions on the effect of PhET Interactive
Simulation in relation to selected competencies in Physics to Grade 8 SSC learners at
San Jose Agricultural High School on the First Quarter of academic school year 2021-
2022. The researchers used t-test paired sample analysis using SPSS statistical tool to
treat the gathered data.
As revealed in the study, the researchers found out that there is a significant
difference between the mean scores in the pre-test and post-test of Grade 8 SSC
students after the application of conventional method and interactive simulation with a
mean difference of – 6.51852 with 95% confidence interval and p>.000. Therefore,
there is sgnificant difference in the mean score which denotes that PhET interactive
simulation is effective.
Considering the result, the researchers recommend the implementation of PhET
interactive simulation to Science subjects in Junior and Senior High School to achieve
more productive and higher results in assessments.

CHARRY FEDERICO- CONANAN DYNAH ROSE FEDERICO- ISTURIS

Master Teacher I Teacher III

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ACKNOWLEDGEMENT

The researchers would like to express their sincerest gratitude and indebted

appreciation to all who never hesitated to extend their expertise, support,

encouragement and shared their generosity and dutiful turns in writing this action

research paper. They are the persons to whom they attribute gratefulness:

Our Almighty God, for His infinite love and blessings and His unseen guidance

and assistance in all the researcher’s endeavors;

To the Division Personnel headed by MARIA LUISA D. SERVANDO Ph.D.,

CESO VI for the encouragement in pursuing this action research;

To our OIC-CID Chief SDO -Romblon, MELCHOR M. FAMORCAN, Ph.D. for

encouraging Science teachers to quest and apply varied teaching pedagogies to cope

with the challenges in teaching Science subject;

To the School Principal III, MYRNA M. VENUS for giving the researchers full

support to conduct the study;

To the Division Planning and Research Coordinator, Veronica M. Faigao for

her continuous encouragement to the researchers to complete the research paper;

To Ma’am Dorelyn Claud, for extending her vast knowledge on statistics to the

researchers;

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To Ma’am Graciela G. Crispin, for extending her expertise on grammar to the

researchers;

Grade 8 SSC learners and their parents of San Jose Agricultural High

School for their valuable help, cooperation and willingness that enabled the

researchers to conduct the study successfully;

Division Panel of the Examiners for their constructive suggestions in revising

the action research paper;

To Carl Wieman, the main author of PhET and University of Colorado in

United States for creating and sharing a non-profit open educational resource

applications; and

Family and friends, for their love, support, motivation and strength to the

researchers along their way to completion of this action research paper.

C.F. CONANAN

DR.F. ISTURIS

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TABLE OF CONTENTS

CONTENTS
PAGES

I. Title Page
II. Letter of Endorsement i
III. Letter of Proofreading ii
IV. Abstract iii
V. Acknowledgment iv
VI. Table of Contents vi
VII. CONTENT AND RATIONALE 1
VIII. PROPOSED INTERVENTION 3
IX. RESEARCH QUESTIONS 6
X. ACTION RESEARCH METHODS 6
Participants and/or other sources of data 6
and information
Research Design 7
Sampling Techniques 7
Data Gathering Methods 7
Data Analysis Plan 9

XI. DISCUSSION OF RESULTS AND REFLECTION 9

Difference between Pre-and-Post Administrations 9
Findings 12
Conclusion 12
Recommendations 13
XII. ACTION PLAN 14
XIII. REFERENCES 15
XIV. APPENDICES 16
Work Plan/ Time Table 17
Approved Cost Estimate 18
Questionnaire for Pre-Test and Post-Test 19
Letter for Validators 20

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I. Context and Rationale

A common notion in our society is that the ability to understand Mathematics and

Science is inborn. This belief influences how many parents and K-12 teachers have

reacted to these subjects. Others students sometimes have a negative perceptions in

Science subject. Over the years, Science educators and researchers have intensified

their efforts to seek a clearer understanding of issues involved in the performance of

students in Science. However, despite the various suggestions for improvement, the

quality of Science teaching and learning and students achievement continues to decline

(UNESCO,2013).

Based on the record, the school result of National Achievement Test Mean

Percentage Score for the past three years is quite low. This has been strengthened

based on the survey and discussions of issues and concern during the Community of

Practice (COP) participated by all Science teachers at San Jose Agricultural High

School. It was observed and reported that most of the students find difficulties in

understanding science concepts. In this case, the researchers believed that teachers

can help create a positive learning environment for all students and see the application

of interactive simulation in teaching physics competencies in order to make students

engaged, motivated, and increase the performance specifically in physics.

Simulations can also provide opportunities to visualize dangerous, time-

consuming or complex events to interact in class or in the laboratory (McDonald, 2016).

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Hence, Republic Act No. 10533 or Enhanced Basic Education Act 2013 was

enacted to implement the K to 12 Curriculum improve competitiveness of Filipino

learners and graduates. Science and Technology foster the implementation of the

sustainable development goals. As stated in the 2002 Basic Education Curriculum,

Science aims to help every Filipino learner gain a functional understanding of scientific

concepts and principles linked with real-life situations, acquire scientific skills, attitudes,

and values necessary to analyze and solve day-to-day problems in the society. These

scientific skills can be best acquired by learners through Information and

Communication Technology (ICT) integration. Integrating ICT in the teaching-learning

process has become a great concern of many educators in K to 12 schools in the

Philippines.

This is also in response to DepEd Order No.78, s.2010, Guidelines on the

Implementation of the DepEd Computerization Program (DCP) where in its fourth and

fifth objective states the integration of ICT in the school system and raise the ICT

literacy of learners, pupils, students, teachers, and school heads.

Theoretically, the study was anchored on constructivist theory, Jerome Bruner’s

theory, which claimed that learners construct new ideas or concepts based on the

existing knowledge.

Learning is an active process wherein facets of the process include selection and

transformation of information, decision making, generating hypotheses, and making

meaning from information and experiences. Bruner (1966) proposed three modes of

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representation of knowledge: enactive representation (action-based), iconic

representation (image-based), and symbolic representation (language-based). The

modes of representation of knowledge are integrated and only loosely sequential as

they translate into each other. Symbolic representation remains the ultimate mode for it

is clearly the most mysterious of the three. Bruner recommended using a combination of

concrete, pictorial then symbolic activities that would lead to more effective learning.

Therefore, the study wanted to investigate whether PhET INTERACTIVE

SIMULATION will improve students’ performance specifically in Physics competencies

or not.

Proposed Innovation, Intervention and Strategy

The utilization of computer simulation as a tool in solving problems in the

different fields of education is now globally used. The inadequacy of laboratory

apparatus, misconceptions and low mastery of learning competencies in Physics

subject as revealed in the National Achievement Test (NAT) were among of these

problems (Potane, 2013).

The most exciting and productive areas of academic inquiry is with the

contribution from computer-based modelling and artificial intelligence that can make

understanding fundamental issues in Science ( Doran et al, 2018 ). Inquiry-based

learning is gaining popularity in Science curricula, international research and

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development projects as well as teaching. One of the underlying reasons is that its

success can be significantly improved due to the recent technical developments that

allow the inquiry process to be supported by electronic learning environment (Pedate et.

al, 2015). Over the last few decades technology has become an increasingly present

tool in education especially in Science education in all educational levels. Research has

given inclusive results about the actual impact that technology has on educational

outcomes (Furman et.al, 2019)

In this study, the researchers used computer simulation through PhET interactive

simulation free software. PhET stands for Physics Educational Technology (PhET),

which was developed by the Physics Education Research (PER) group from University

of Colorado, United States of America. PhET simulation provides interactive, fun,

meaningful, very informative research-based computer simulations of physical

phenomena for free. It contained major topics in Earth Science, Biology, Chemistry,

Physics, and Mathematics. PhET was carefully designed and tested to support students

visually comprehend concepts. It animated what is invisible to the human eye through

the use of graphics and intuitive controls such as click-and-drag manipulation, sliders,

and radio buttons. In addition, the simulation offers measuring devices including

ammeter and voltmeter. As students manipulate interactive tools, animated responses

appear illustrating cause-and-effect relationships as well as multiple linked

representations. The simulation was found effective especially when it was integrated

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with guided inquiry activities which encourage students to construct their own

understanding.

The instruments used in the study are the free PhET (Physics Education

Technology) interactive software, and learning modules.

The contents of interactive simulation are based on the Learning Competencies

in the K-12 Curriculum Guide as prescribed by the Department of Education. The

concepts are relevant to real life situations so that students could connect the ideas

learned to the environment. The downloaded PhET interactive simulation contain varied

interactive activities where students will operate the laptop or cellphones and learn from

the certain topic. The intervention materials for PhET simulation contained guidelines on

the conduct of the different science topics.

In this matter, the researchers downloaded the PhET application to the

respondent’s mobile phones or laptops. On the scheduled time, the teacher-researcher

met the group of respondents in every barangay to conduct the intearctive simulation.

The researchers had five (5) sessions of interactive simulation intended for five (5) sub-

topics of force and motion. On the first meeting, the pretest were given to the

respondents. The result was recorded for later comparison. Afterwards, the folllowing

sessions were conducted with control and experimental group.

For the control group, the researchers and participants met with the scheduled

time and topic. The teacher-researcher discussed the 5 topics and the post-test was

given on the last day of discussion.

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For the experimental group, the students used their cellphones or laptops

intended for interactive simulation. Five (5) subtopics in PhET interactive simulation

were utilized.

II. Research Questions

This study investigated the effects of offline mode virtual learning environment on

students proficiency in Science at San Jose Agricultural High School in the Division of

Romblon during the school year 2021-2022.

Specifically, the study aimed to answer the following questions:

(1) What is the pre-test and post-test mean scores and mean gain scores of Grade

8 SSC students before and after the conventional method?

(2) What is the pre-test and post-test mean scores and mean gain scores of Grade

8 SSC students before and after the exposure to PhET interactive simulation?

(3) Is there a significant difference between the mean scores in the pre-test and

post-test of Grade 8 SSC students after the application of conventional method

and PhET interactive simulation?

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III. Action Research Methods

a. Participants and/other Sources of Data and Information

This research study utilized purposive sampling method where 26 students of

Grade 8 Special Science Class of San Jose Agricultural High School served from five(5)

barangays as respondents following the health protocol. Two teaching pedagogies were

applied: (1) conventional teaching method and (2) using PhET interactive simulation.

This action research was implemented in the First Quarter of the School Year 2021-

2022.

b. Research Design

The research design used was Quasi-Experimental Pre-Test and Post-Test

Control Design where a treatment condition was interjected between pre-test and

post-test of the independent variable.

This study utilized the quasi-experimental pre-test and post-test control design.

This is ideal to determine any difference between the pre-test and post-test

experimental Mean Percentage Score (MPS). This design requires two groups of

equivalent standing in terms of a criterion measure e.g. achievement or mental

ability. The first group is designated as the control group while the second group is

the experimental group. Both groups were given the same pretest. The contol group

is not subjected to a treatment while the experimental group is given the treatment

factor. After the experimental period, both groups are again given the same post-test.

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The pre-test and post-test control group design for the study is presented

below.

Pre-test Intervention Post -Test

Pre-test
Post-Test Experimental Yes Yes Yes
Control Group
Group
Design Control Group Yes No Yes

c. Sampling Techniques

Purposive sampling was used in the study where 26 students from five (5)

barangays in the municipality of San Jose of Grade 8- SSC students of San Jose

Agricultural High School participated in this research following the health protocols.

d. Data Gathering Methods

The researchers asked permission from the School head on the conduct of

the study, Permission to the Barangay Captains, parents and students was sought for.

The data gathered were confidential and were solely used for research purposes only.

The pre-test-post-test questionnaire used for the respondents was a 30-item

pencil and paper researcher-made test following the standardized multiple choices

questionnaire of the curriculum text which was validated and reviewed by the school

validators. The tests were designed to measure the proficiency of Grade 8 SSC

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students in the selected physics competencies in Science. The comprehension and

readability levels in each item were given full consideration.

The T-test Paired Samples was used to get the mean score of the pre-test and

the post-test. The level of significance to be used is 1%.

e. Data Analysis Plan

The gathered data were tabulated and encoded in the computed statistical

analysis using Statistical Package for Social Science (SPSS).

Data gathered was analyzed based on the information obtained from the pre-test

and post-test mean scores of the learners. The gathered data were analyzed and

tabulated. In doing the statistical analysis, the researchers invited assistance from a

statistician for the appropriateness of statistical tools to be applied.

Statistical tools for a quantitative analysis will use the following:

1. to get the pre-test and post-test mean scores and mean gain scores of Grade

8 SSC students before and after the conventional method, mean percentage

score was used.

2. to get the pre-test and post-test mean scores and mean gain scores of Grade

8 SSC students before and after the PhET interactive simulation, mean

percentage score was used.

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3. to analyze whether there is a significant difference between the pre-test and

post-test mean scores of learners t-test was used. The level of significance to

be used is p = 1%.

IV. Discussion of Results and Reflection

This section categorically discusses the answers in the textual and tabular

forms of the findings of the research based on the formulated research objectives.

Difference between the Pre- and -Post Administrations

The difference of the pre- and-post administrations of conventional teaching

and PhET interactive simulation is presented in table 1. It is observed that the mean

score during the post- administration of the conventional teaching is 18.56. It is

lower compared to the post-administration of PhET interactive simulation which has

a mean score of 25. 07.

Table 1 and 2 show the academic performance in science based on pre-test

and post-test mean and gain scores of grade eight (8) students in the experimental

and control group.

Table 1 Pre-and- Post Administration of Conventional Teaching

Treatment Mean
Conventional Pre-test 9.26
Post-test 18.56
Gain score 9.30

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In table 1 (control group), students obtained the mean scores of 9.26 in pre-

test and 18.56 in post-test. Students in this group attained a gain score of 9.30.

Table 2 Pre-and Post Administration of PhET Interactive Simulation

Treatment Mean
PhET Pre-test 9.26
Integration Post-test 25.07
Gain score 15.81

In table 2 (experimental group), students obtained the mean scores of 9.26 in

pretest and 25.07 in post-test. Students in this group attained a gain score of 15.81.

Table 3 T-test for difference in the level of academic achievement of the

students in the pretest and posttest mean score

Independent Sample Test

Levene’s t-test for Equality of Variance
Test for
Equality
of
Variances
F Sig. t Df Sig. (2 Mean Std. Error 95% Confidence
tailed) Difference Difference Interval of the
Difference
Lower Upper

Posttest 4.465 .039 -11.425 52 .000 -6.51852 .57055 -7.66341 -5.37363

Equal
Variances
assumed

Equal -11.425 47.207 .000 -6.51852 .57055 -7.66618 -5.37086

Variances
not assumed

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Using the t-test analysis, the researchers found out that there is a significant

difference between the mean scores in the pre-test and post-test of Grade 8 SSC

students after the application of conventional method and interactive simulation with a

mean difference of – 6.51852 and p>.000. Therefore, there is sgnificant difference in

the mean score which denotes that PhET interactive simulation is effective.

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Findings

In summary, the findings that answered the specific objectives were:

1. The pre-test and post-test mean scores and mean gain scores of Grade 8

SSC students before and after the conventional method is 9.30.

2. The pre-test and post-test mean scores and mean gain scores of Grade 8

SSC students before and after the PhET interactive simulation is 15.81.

3. Using the t-test analysis, there is a significant difference between the

mean scores in the pre-test and post-test of Grade 8 SSC students after

the application of conventional method and interactive simulation with a

mean difference of – 6.51852 and p>.000. Therefore, there is sgnificant

difference in the mean score.

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Conclusions

The researchers conclude that:

1. The pre-test and post-test mean scores and mean gain scores of Grade 8

SSC students before and after the conventional method is quite low.

2. The pre-test and post-test mean scores and mean gain scores of Grade 8

SSC students before and after the exposure to PhET interactive simulation

is higher than the result of exposure to conventional method.

3. There is a significant difference between the mean scores in the pre-test and

post-test of Grade 8 SSC students after the application of conventional

method and interactive simulation. Exposure to PhET interactive simulation

is effective.

Recommendations

In light of the conclusions the following recommendations are offered:

1. The implementation of PhET interactive simulation is recommended to

Science subjects in Junior and Senior High School to achieve more

productive and higher results in assessments.

2. Science teachers in Junior and Senior High School could use the PhET

interactive simulation to address the least mastered skills specifically in

Physics.

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3. Conduct similar action research to other grade level and students in lower

sections to strengthen the results of this study.

4. Subject teachers who would like to adopt the aforesaid intervention are

advised to select the interactive simulation appropriate to the selected

topics in Physics.

VIII. Action Plan

After the conduct of the study, the results of the findings will be disseminated

to the researcher’s colleagues particularly during SLAC session, teacher’s meeting,

etc. It will also be submitted for presentation in a relevant conference. An article

about it will be popularized in the local media. If it passes the standards of the

reviewers, it will be published in a research journal. Since the Interactive Simulation

was effective, it will be introduced to the science teachers and other subject teachers

of the San Jose Agricultural High School to use interactive simulation. If other

teachers need additional information about using PhET interactive simulation, the

researchers are willing to share their knowledge about it.

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IX. References

2010, DO 78, s. - Guidelines on the Implementation of the DepEd Computerization

Program (DCP) | Department of Education

Doran, Jim and Gilbert, Nigel (2018) The Computer Simulation of Social

Phenomena

https://books.google.com

Faltado, Ruben et al.( 2016 ) Practical Research 2 Quantitative Research

Furman, Medina; De Angelis, Susan; Dominguez, Enzo; Taylor, Prest Ines ( 2019)

Tablets as an Educational Tool for enhancing Science, 27(1),6-19.

Pedaste,Margus; Maeots, Mario; Siman, Leo; de Jong, Tom, Reisen, Siswa AN Var;

Ellent T (2015) Phases of inquiry-based learning: Definitions and the inquiry

cycle, 14,47-61

https://sciencedined.com

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X.Appendices

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XI. Action Research Work Plan and Timeliness

Below is the work plan of the proposed study.

ACTIVITY W1 W2 W3-8 W9 W10-11 W14-20

Preparation of the intervention X

material (downloadable)

Compliance to the permits needed to X

conduct the study , parents’ consent

etc.

PRE-TEST X

Implementation of the intervention X X

Gathering of qualitative data and X X

other evidences(whether the

intervention is working or not based

on expectations)

POST-TEST X

Data analysis and interpretation x

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Reporting X

XII. Financial Report

ITEM OF EXPENDITURE QUANTITY UNIT UNIT PRICE TOTAL COST

Cost for Research Output Supplies

Short Bond Paper 5 reams Ҏ 250.00 Ҏ1, 250.00

Printer Ink 4 pcs Ҏ 450.00 Ҏ1,800.00

Sliding Folder 6 pcs Ҏ 15.00 Ҏ 90.00

Binding of Final Output

Researches 2 pcs Ҏ 50.00 Ҏ 100.00

School 1 pc Ҏ 50.00 Ҏ 50.00

District/Division 2 pcs Ҏ 50.00 Ҏ 100.00

Region 2 pcs Ҏ 250.00 Ҏ 500.00

Tarpaulin 1 pc Ҏ 300.00 Ҏ 300.00

Tarpaulin Stand 1 pc Ҏ 250.00 Ҏ 250.00

Notarial Fee P200.00 P200.00

Cost of Research Dissemination

Researcher’s Subsidy 2 pax P 4,500.00 P9,000.00

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TOTAL Ҏ 13,550.00

QUESTIONNAIRE FOR RESPONDENT

Pre-test/ Post-test Science 8

Name: ____________________________ Date: ___________________________

Grade and Section: ___________________ Score : _________________________

Multiple Choice

Directions: Read the questions carefully and choose the letter of the correct

answer. Write it on the space provided before the number.

____1. What is the speed of a bobsled whose distance / time graph indicates that it

traveled 100m in 25 seconds?

a. 4 m/s b. 0.25 mph c. 250 m/s d. 100 m/s

____2. In order to calculate pressure exerted on a surface, what quantity is divided by

the surface area?

a. altitude b. force c. mass d. volume

____3. What is the SI unit of pressure?

a. Pascal b. Newton c. g/cm3 d. m/s2

____ 4. Which of the following refers to the amount of matter in an object?

a. balance b. force c. inertia d. mass

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____5. What do you call the force that one surface exerts on another when the two rub

against each other?

a. acceleration b. friction c. gravity d. inertia

____6. If a baseball and cannonball are dropped from the same height at the same

time, which ball will hit the the ground first?

a. baseball b. cannonball c. both d. not sure

____7. What is transferred by a force moving an object through a distance?

a. energy b. force c. mass d. motion

____8. What is the basic SI unit of length?

a. inch b. meter c. foot d. mile

____9.If you were standing under the tree, which object would appear to be moving?

a. the tree b. the airplane c. the building d. the boy

____10. According to Newton’s second law of motion, the acceleration of an object

equals to the net force acting on the object divided by the object’s ________?

a. mass b. momentum c. velocity d.weight

____11. If a bicyclist travels 30 kilometers in two hours, what is her average speed?

a. 2 km/h b. 15km/h c. 30 km/h d. 60 km/h

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____12. An ice skater at rest pushes against a sled at rest, causing both the skater and

sled to move away from each other with different acceleration. What Newton’s

law is described?

a. First Law b. Second Law c. Third d.None of these

____ 13.What is described by Newton’s third law of motion?

a. net force c. centripetal forces

b. balanced forces d. action and reaction forces

____14. Which of the following is an example of exerting a force?

a. a train speeding down a track c. a carpenter hammering a nail

b. a child running through a field d. an airplane soaring through the sky

____15. How can acceleration be described?

a. distance divided by time c. force divided by time

b. time divided by distance d. change in velocity divided by time

____16. According to Newton’s First Law of Motion, what will happen to the moving

object that is acted by unbalanced forces?

a. It will accelerate. c. It will change its momentum.

b. It will remain in motion d. It will eventually come to a stop.

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____17. When a heavy football player and a light one run into each other who exerts more

force?

a. the heavy one c. they are equal

b. the light one d. there is no such thing as force

____ 18. If force is held constant, what happens to acceleration as the mass increases?

a. decreases c. stays the same

b. increases d. cannot be determined

____19. When a pair of balanced forces acts on an object, what happens to the net

force?

a. equal to zero

b. equal in size to one of the forces

c. greater in size than one of the forces

d. greater in size than both forces combined

____20. How will you increase acceleration?

a. by decreasing force

b. by increasing mass

c. by decreasing mass

d. by increasing both force and mass proportionally.

____21. Why a crumpled piece of paper hits the ground before the flat sheet of paper?

a. The crumpled paper is less masive.

b. The crumpled paper is more massive.

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c. There is more air resistance against the crumpled paper.

d. The acceleration of gravity is greater on crumpled paper.

____22. Which of the following situations show a force acting on an object that does no

work?

a. the object accelerates

b. a machine is used to move the object

c. the force is greater than the force of friction

d. the force is not in the direction of the object’s motion

____23. What is affected by the speed as the ratio of the distance an object moves?

a. the motion of the object

b. the direction the object moves

c. the displacement of the object

d. the amount of time needed to travel the distance

____24. How does Newton’s third law explain how a rocket takes off?

a. The rocket is at rest until ignition.

b. There is no effect in direction and force

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c. The hot gases move in one direction, while the rocket moves in the

opposite direction but with equal force.

d. The rocket’s acceleration is positive, while the gases acceleration is

negative but the direction is the same.

___25. How an inclined plane reduces the effort force?

a. by increasing the work

b. by reducing the work

c. by reducing the effort distance

d. by increasing the distance through which the force is applied.

____26. According to Newton’s third law of motion, what happens when a hammer

strikes and exerts force on a nail?

a. It moves at a constant speed.

b. The nail disappears into the wood.

c. It creates a friction with the hammer.

d. It exerts an equal force back on the hammer.

____27. How can a machine make work easier for you?

a. by changing the direction of your force

b. by decreasing the amount of work you do

c. by increasing the work done by the machine

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d. none of the above

____ 28. What is the reaction force to a foot pushing down on the floor?

a. The floor breaks.

b. The foot is going through the floor.

c. The floor pushing back against the foot.

d. Nothing at all

____ 29. Which of these is an example of deceleration?

a. a bird taking off for flight

b. a car approaching a red light

c. a roller coaster moving down a steep hill

d. an airplane following a straight flight path

____30. Which example identifies a change in motion that produces acceleration?

a. a particle moving in a vacuum at constant velocity

b. a vehicle moving down the street at a steady speed

c. a ball moving at a constant speed around a circular track

d. a speed skater moving at a constant speed on a straight track

Researchers : CHARRY FEDERICO – CONANAN

DYNAH ROSE FEDERICO – ISTURIS

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Republic of the Philippines
Department of Education
MIMAROPA REGION

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