Senior High School

General Physics 1
Quarter 1 - Module 1
Units, Physical Quantities and
Measurements
General Physics 1- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 1: Units, Physical Quantities and Measurements
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro Schools

Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author: Melanie B. Comcom

Reviewers:

Illustrators and Layout Artists:

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Alicia E. Anghay, Ph.D., CESE

Assistant Schools Division Superintendent

Members

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [Link]@[Link]
Senior High School

General Physics 1
Quarter 1 - Module 1:
Units, Physical Quantities and Measurements

This instructional material was collaboratively developed and reviewed by

educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@ [Link].

We value your feedback and recommendations.

Table of Contents

What This Module is About i

What I Need to Know i
How to Learn from this Module ii
Icons of this Module ii

What I Know iii

First Quarter
Lesson 1: Unit Conversion and Scientific Notation
What I Need to Know 1
What’s In: Check It Out! 2
What’s New: Pass the Message 3
What Is It: Learning Concept: Scientific Notation 4
Significant Figures 5
What’s More: Exercises 6

What Is It: Learning Concepts: Unit Conversion 7-9

What’s More: Exercises 10

What I Have Learned: 11
What I Can Do: Performance Task and Enrichment Activity 12
Sample Format for the Performance task ……………………13-14

Lesson 2: Accuracy and Precision

What’s In 15
What I Need to Know 15
What’s New 16

What Is It: Learning Concepts: Accuracy & Precision 17-18

What’s More: Data Analysis 19

What I Have Learned: 20

Assessment: (Post-Test) 21
Key to Answers 22
Appendices A &B 23
References 24
Module 1
Units, Physical Quantities and
Measurements

What This Module is About

This module demonstrates your understanding and skill in solving

measurement problems involving conversion of units as well as expressing it in
scientific notation. Since Physics and measurement are inseparable, measurement
entails accuracy and precision. This module emphasizes the difference of the two;
accuracy and precision and illustrates its equal importance in taking measurement.

This module will help you explore the basic concepts on topics that will help you
solve measurement problems in the succeeding topics in Physics.

This module has two (2) lessons:

● Lesson 1- Unit Conversion and Scientific Notation
● Lesson 2- Accuracy and Precision

What I Need to Know

After going through this module, you are expected to:

1. Solve measurement problems involving conversion of units, expression of

measurements in scientific notation (STEM_G-12EU-Ia-1)

2. Differentiate accuracy from precision (STEM_G-12EU-Ia-2)

How to Learn from This Module

Below, are guide steps for you to attain the learning competencies in going about the module:

1. Read the lessons and follow the instructions carefully.

2. Take the pretest to determine how much you know about the content. A multiple-choice test

was provided for you. Be honest.

3. Perform all the activities diligently to help you understand the topic.

4. Take the assessment test (post test) at the end of the module.
Icons of this Module
Here are the Icons used as your guide in every part of the lesson:
What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
What I Know

MULTIPLE CHOICE:

Directions: Read and understand each item and choose the letter of the correct answer. Write
your answers on a separate sheet of paper.

1. Which of the following is equivalent to half a meter?

A. 500 𝑐𝑚 B. 50 𝑐𝑚 C. 100 𝑚𝑚 D. 10 𝑚𝑚

2. A book has a mass of 500 𝑔, how many kilograms does it weigh?

A. 5 𝑘𝑔 B. 1 𝑘𝑔 C. 0.5 𝑘𝑔 D. 0.25 𝑘𝑔
3. Which of the following has the smallest value?
A. 29 𝑐𝑚 B. 0. 0025 𝑘𝑚 C. 4.5 × 10−3 𝑚 D. 10,000 𝑚𝑚
4. The average thickness of the leg of an ant is 0.035 𝑐𝑚. How many millimeters is this?
A. 35 𝑚𝑚 B. 3.5 𝑚𝑚 C. 0.0035 𝑚𝑚 D. 0.35 𝑚𝑚

5. Which of the following relationships of quantities is TRUE?

A. 200 𝑔 = 0.2 𝑘𝑔 C. 1 𝑘𝑔 < 900 𝑔
B. 5 000 𝑔 > 5 𝑘𝑔 D. 0.5 𝑘𝑔 = 5 000 𝑔

6. Which of the following is the BEST example of a number expressed in scientific

notation?
A. 15.2 × 102 C. 0.71 × 10−2
3
B. 8.43 × 10 D. 0.039 × 10−3

7. What is 7.236 × 10−3 written in standard form?

A. 72.36 B. 0.7236 C. 0.007236 D. 0.07236

8. The speed of light in a vacuum is about 299, 800, 000 𝑚/𝑠. Which of the following values
in scientific notation is its equivalent?
A. 2.998 × 106 𝑚/𝑠 C. 2.998 × 108 𝑚/𝑠
7
B. 2.998 × 10 𝑚/𝑠 D. 2.998 × 109 𝑚/𝑠

9. MOR radio station in Cagayan de Oro city operates at a frequency of 91.9 Mega Hertz.
What is 91.9 × 106 𝐻𝑧 written in standard form?
A. 9, 190, 000 𝐻𝑧 C. 919, 000, 000 𝐻𝑧
B. 91, 900, 000 𝐻𝑧 D. 9, 190, 000, 000 𝐻𝑧

10. Which of the following is equal to 0.051 × 10−3 ?

A. 5.1 × 10−1 B. 5.1 × 10−4 C. 5.1 × 10−5 D. 5.1 × 10−6
Lesson
Unit Conversion and
1 Scientific Notation

What I Need to Know

Physics is an experimental science. Thus, experiments are performed in order to test

hypotheses. How do we make conclusions? Conclusions in experiment are derived from
measurements. Experiments are performed to measure physical quantities. Physical quantities
can be expressed in terms of a number of fundamental quantities. Mass, distance, time are some
of these fundamental quantities. A physical quantity will only make sense if compared to a
reference standard. For example, a 3.5 𝑚 cloth you bought from Everbest Store means that the
cloth’s length is 3.5 times a meter stick (or a tape measure that is 1-m long). Here, the meter stick
is considered as our reference standard. Therefore, stating that the cloth is 3.5 is not as
informative.

Look at the figure to the right. How difficult will it be

without a standard?

To make sure that scientist throughout the world means

the same thing when referring to a measurement; standards
have been defined for measurements of time, mass and length.

In this lesson, you are to solve measurement problems

involving conversion of units, expression of measurements in
scientific notation.
What’s In

You have learned in your Grade 11 Chemistry the rules of significant figures. Recall that
when we say significant figures these are the digits in a number that indicates reliability of a
measurement.

Check It Out!

Determine the number of significant figures of the values given below:

1. 0.0025 🡪 ___________
2. 12. 00030 🡪 ___________
3. 3.1416 🡪 ___________
4. 20.20 🡪 ___________
5. 0. 4 🡪 ___________

Rules in Determining the Number of Significant Figure: (A short recall)

1. All nonzero digits are significant.

2. All zeros between nonzero digits are significant.
3. All zeros before the first nonzero digit are NOT significant.
4. All zeros to the right of the last nonzero digit are significant.

This concept which you learned in your previous science subject will be used in our entire
topic involving measurement. Thus, it is important to remember and apply these rules.
What’s New

PASS THE MESSAGE

A. Situation:

You received a text message from your service “You are nearing the
provider as shown in the screen of your cellular phone. end of your payment
period and you only
You need to send the message below but the have one text message
message is too long to send as one text message. Shorten left before you go over
this to create the shortest text message possible. the limit!”

“Hi Kayla! Today, I got drenched in the rain while

walking home from school since I forgot to bring my
umbrella. I can’t believe it! My bag wasn’t zipped all the
way. When I got home all my papers got soaked.
I cannot read our homework to be passed tomorrow. Kindly
send it to me. Thank you so much!”

Write you message in the space provide in the screen of your cellular phone below.

_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
What Is It

If we shorten a message, we should do it in a way that the message will be useful and
easy to understand. Physical quantities vary from very large numbers (e.g. the speed of light in a
vacuum = 299, 800, 000 𝑚/𝑠) to very small numbers (length of a certain wavelength of visible light
of 0.0000004 𝑚). For scientists and students like you writing large or very small numbers in its
standard form can be a waste of time, energy and even your resources like ink and paper.

Scientific Notation

Scientific notation also called exponential notation is a convenient way of writing values
using the power of ten notation wherein we can determine the number of significant digits as well
as the place value of the digit. Place values are denoted by prefixes. (See appendix A for the SI
prefixes found in the last page of this lesson)

Format: 𝐶. 𝑀𝑀𝑀𝑀𝑀 × 10𝑒

where: 𝐶 - the characteristic digit, may be any digit from 0-9

𝑀 – the mantissa digits, may be any digit from 0-9
10 – base
𝑒 – exponent, the number of times the decimal point is moved to either towards
left or right

Rules in expressing standard notation to scientific notation:

1. When the decimal point is moved from right to left, the result is positive exponent.
Example: 7806. 123 = 7. 806123 × 103 = 7.81 × 103

2. When the decimal point is moved left to right, the result is negative exponent.
Example: 0.00007806123 = 7.806123 × 10−5 = 7.81 × 10−5

Rules converting scientific notation back to standard notation are shown below.

1. Move the current decimal point according to the number of places based on the
exponent
(+) positive exponent – move to the RIGHT
Example:

(−) negative exponent – move to the LEFT

Example:
Rules in Addition and Subtraction involving scientific notation

1. When two or more quantities are added or subtracted, make sure the exponents are the
same.
[𝐼𝑓 𝑛𝑜𝑡, 𝑐ℎ𝑜𝑜𝑠𝑒 𝑜𝑛𝑒 𝑡𝑜 𝑎𝑑𝑗𝑢𝑠𝑡 𝑡ℎ𝑒 𝑑𝑒𝑐𝑖𝑚𝑎𝑙 𝑎𝑛𝑑 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡. 𝑈𝑠𝑒 𝐿𝐴𝑅𝑆 (𝐿𝑒𝑓𝑡 𝐴𝑑𝑑, 𝑅𝑖𝑔ℎ𝑡 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡)]

2. Add/subtract the number. Keep the exponent the same.

Example:
(a) (6.2 × 103 ) + (1.74 × 103 ) = (6.2 + 1.74) × 103 = 7.94 × 103

(b) (7.1 × 103 ) + (5.2 × 105 ) = (0.071 × 105 ) + (5.2 × 105 ) = 5.271 × 105

-Since exponents are not the same, choose one to adjust.

-LARS-𝐿𝑒𝑓𝑡 𝐴𝑑𝑑, 𝑅𝑖𝑔ℎ𝑡 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 (here we will adjust 7.1 × 103 to have an
exponent of 105 )
-From 103 𝑡𝑜 105 , we will move two decimal places to the left since we added
two to the exponent, that becomes 0.071 × 105

Rules in Multiplication and Division involving scientific notation

1. Powers of ten are added in multiplication
Example: (1.50 × 102 ) (1.20 × 103 ) = (1.50)(1.20) × 102+3 = 1.80 × 105

2. Powers of ten are subtracted in division

1.50×102 1.50
Example: =( ) × 102−3 = 1.25 × 10−1
1.20×103 1.20

Significant Figures

1. In adding or subtracting quantities, the least number of decimal places in any of the
numbers being added or subtracted should also be the number of the decimal places in
the answer.
Example:
2.15 𝑚 (two decimal places)
+ 1.8 𝑚 (one decimal place) → LEAST
0.4367 𝑚 (four decimal places)

4.7 𝑚 (ONE decimal place)

2. In multiplying or dividing quantities, the least number of significant figures in the input
number should also be the number of significant figures in the answer.
Example:
10.58 𝑐𝑚 (four significant figures)
x 2.14 𝑐𝑚 (three significant figures) (LEAST)
(three significant figures)
22.6 𝑐𝑚2
What’s More

Exercises: Write you answer on a separate sheet of paper.

1. Apply the rules in identifying the number of significant figures in each of the following:
(a) 0. 00054 (d) 0. 016500
(b) 830 (e) 32.0040
(c) 356, 000 (f) 5.130 × 105

2. Express the following numbers in scientific notation: (Answers should include three
significant figures)
(a) 65, 000 (c) 2, 450, 000
(b) 0. 001327 (d) 0. 00001997

3. Perform the indicated operations: (All answers should be expressed in scientific notation.
Apply the rules for significant figures in your final answer.)

(a) (4.0 × 10−6 ) × (3.0 × 104 ) =

(b) (32 × 106 ) − (2 × 107 ) =

(3×108 )(8×104 )
(c) =
(6×105 )

(d) 0.868 𝑘𝑔 + 2.35 𝑘𝑔 − 21.5 𝑘𝑔 =

(e) (3.25 𝑚)(2.1 𝑚) =

4. Convert the given standard notation below to scientific notation. Then, perform the
indicated operation. Apply the rules for significant figures in your final answer.

150, 000 × 0.0025 × 20

=
3, 000, 000 × 0.015 × 150
What Is It

Unit Consistency and Conversion of Units

There are two major systems of units in the world namely; SI (derived from French Syteme
International) units also known as Metric system and the English system. Although the system
of units used by engineers and scientists is the metric system since 1960, some countries
continue to use the English system of units like for example the United States of America.
However, the conversions between the SI unit and English system of units have been well-
defined. (See appendix B found in the last page of this lesson for conversion factors)

Multiplying and/or dividing units just like ordinary algebraic expressions give an easy way
to convert a quantity from one unit to another to be dimensionally consistent.

Example:

(a) To convert 0.58 𝑚 to 𝑚𝑚

Conversion factor to be used: 1𝑚 = 1 000 𝑚𝑚

1000 𝑚𝑚
0.28 𝑚 × = 280 𝑚𝑚
1𝑚

(b) To convert 90 𝑘𝑚/ℎ in meters per second

Conversion factors to be used:

1𝑘𝑚 = 1, 000 𝑚 1 ℎ𝑟 = 60 𝑚𝑖𝑛 1 𝑚𝑖𝑛 = 60 𝑠

𝑘𝑚 1000 𝑚 1ℎ 1 𝑚𝑖𝑛 𝑚
90 × × × = 25
ℎ 1 𝑘𝑚 60 𝑚𝑖𝑛 60 𝑠 𝑠

𝑘𝑔 𝑔
(c) To convert 50 to
𝑚3 𝑐𝑚3

Conversion factors to be used:

1 𝑘𝑔 = 1000 𝑔 1 𝑚 = 100 𝑐𝑚

𝑘𝑔 1000 𝑔 1𝑚 3 𝑔
50 3 × × [ ] = 0.05
𝑚 1 𝑘𝑔 100 𝑐𝑚 𝑐𝑚3

(d) Converting units with different prefixes (See appendix A for the SI prefixes found in
the last page of this lesson)
(i.) Example: convert 5 Megameter to meter

5 𝑀𝑚 → 𝑚𝑒𝑔𝑎 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒 𝑎𝑏𝑜𝑣𝑒 𝑚𝑒𝑎𝑛𝑠 106

5 𝑀𝑚 = 5 × 106 𝑚

(ii.) Example: convert 7 𝑚𝑖𝑙𝑙𝑖𝑔𝑟𝑎𝑚𝑠 to 𝑔𝑟𝑎𝑚𝑠

7 𝑚𝑔 → 𝑚𝑖𝑙𝑙𝑖 𝑚𝑒𝑎𝑛𝑠 10−3 𝑓𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒

7 𝑚𝑔=7 × 10−3 𝑔

(iii.) Example: 5 𝑘𝑚 to 𝑐𝑚
kilo means 103 so, 5 𝑘𝑚 = 5 × 103 𝑚

1 𝑐𝑚 = 1 × 10−2 𝑚
1 𝑐𝑚
(5 × 103 𝑚) × = 5 × 105 𝑐𝑚 𝑜𝑟 500, 000 𝑐𝑚
1×10−2 𝑚

* ANOTHER way to do this: 5 𝑘𝑚 to 𝑐𝑚

Step 1: subtract exponents
*kilo has exponent of 103 and centi has exponent of 10−2

3 subtract -2 =5

from kilo to centi

Step 2: move decimal places according to difference of exponents to the direction of
wanted unit.

* move the decimal 5 places to the right (toward centi)

5 𝑘𝑚 = 5 0 0 0 0 0 𝑐𝑚 or 5 × 105 𝑐𝑚

5 decimal places to the right

(iv.) Example: 384.0 𝑚𝑔 to 𝑑𝑔
milli means 10−3 so, 384.0 𝑚𝑔 = 384.0 × 10−3 𝑔

conversion factor (See appendix A for the SI prefixes found in the last page of this
lesson) 1𝑑𝑔 = 0.1 𝑔

1 𝑑𝑔
(384.0 × 10−3 𝑔) × = 3. 840 𝑑𝑔
0.1 𝑔

* ANOTHER way to do this: 384.0 𝑚𝑔 to 𝑑𝑔

Step 1: subtract exponents
*milli has exponent of 10−3 and deci has exponent of 10−1

-1 − -3 =2

deci milli
Step 2: move decimal places according to difference of exponents to the direction of
wanted unit.

* move the decimal 2 places to the left (toward deci)

384.0 𝑚𝑔 = 3. 8 4 0 𝑑𝑔

2 decimal places to the left

What’s More

Exercises: Write you answer on a separate sheet of paper.

1. Below are the given measurements. Convert it as indicated.

(a) 365 𝑑𝑎𝑦𝑠 into 𝑚𝑖𝑛

(b) 94.3 𝑀𝐻𝑧 into 𝑘𝐻𝑧

(c) 450 𝑐𝑚2 into 𝑘𝑚2

(d) 72 𝑛𝑚 into 𝑚𝑚

(e) 130 𝑚𝑖/ℎ into 𝑘𝑚/𝑠

(f) 40.0 𝐿 to 𝜇𝐿

(g) 5 𝜇𝐿 to 𝑚𝐿

2. Indicate which is greater (>) or lesser (<) by writing the correct symbol. If the quantities
are equal write (=). Show your solution.

(a) 50 𝑑𝑚 _____ 0.005 𝑚𝑚

(b) 0.03 𝑀𝑔 _____ 30 𝑘𝑔

(c) 7.8𝑥102 𝑛𝑚 _____ 0.78𝑥107 𝜇𝑚

(d) 2/3 𝑘𝑚 _____ 1/5 𝑀𝑚

What I Have Learned

I. General Instruction: Solve the following measurement problems involving

conversion of units. Write your answer which is in standard notation into scientific
notation and apply the rules in significant figures in expressing it into scientific notation.
Write your answer on a separate sheet of paper including your solution.

1. Joeff, who is an exchange student from Germany, is studying in the United States. He
wishes to buy a new pair of jeans, but the sizes are all in inches. If his waist size is 85 𝑐𝑚,
what is its waist size in 𝑖𝑛𝑐ℎ𝑒𝑠?

2. The total area of the alveoli in the human lung is about 70𝑚2 .What is the area in
(a) 𝑐𝑚2
(b) 𝑖𝑛2

3. A Chevrolet Camaro convertible travels along the highway at a speed of 128 𝑘𝑚/ℎ. What
is it the speed of the car (a) in 𝑚𝑒𝑡𝑒𝑟𝑠 𝑝𝑒𝑟 𝑠𝑒𝑐𝑜𝑛𝑑? (b) in 𝑚𝑖𝑙𝑒𝑠 𝑝𝑒𝑟 ℎ𝑜𝑢𝑟?

4. The Spirochetes, contain very thin bacteria with some species having cell diameters of
about 0.15𝜇𝑚.What is its diameter in 𝑛𝑎𝑛𝑜𝑚𝑒𝑡𝑒𝑟𝑠?

5. A government owned land will be set converted as a new wildlife refuge. Its dimensions
are 5 × 105 𝑚𝑒𝑡𝑒𝑟𝑠 by 4 × 104 𝑚𝑒𝑡𝑒𝑟𝑠. Find the area of the land in 𝑠𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟𝑠.

II. Check your understanding!

1. Explain the importance of having a standard in measurement.

2. What’s the advantage(s) of writing quantities in scientific notation?

What I Can Do

Performance Task: Measurement

Objectives:

Use appropriate measuring tool to take the measurement of

physical quantities such as height and weight.
Convert the values to its equivalent units.
Apply the rules of significant figures.

Measure the height and mass of your family member using appropriate
measuring tool.

Gather the data and write it on the space provided for the data and results.

Take its equivalent height in cm and ft using conversion factor.

Take also its equivalent mass in grams and pounds.

Refer to the format provided in the next page.

Provide pictures on this task you performed.

Enrichment Activity: Practice exercises!

Refer to Appendix A for the SI prefixes found in the last page of this lesson. Fill-in the
blanks with the correct values to justify the relationship of the quantities given. Write your
answer on a separate sheet of paper.

6.

7.

8. 100 L = ________ mL

9.

10.
Name: ______________________________

Date Performed: ______________________

Performance Task #1:

Measurement

Objective(s):

Data and Results:

Name of your HEIGHT

MASS
family
members *Measuring instrument used: *Measuring instrument used:
_________________ ___________________________________
___________
𝑚 𝑐𝑚 𝑓𝑡 𝑘𝑔 𝑔 𝑙𝑏

Solution: (This is for the conversion of units)

Documentation: (Pictures)
Lesson
Accuracy and Precision
2
What’s In

In lesson 1, you have learned how to express very large and small physical quantities into
scientific notation applying the number of significant figures. You also learned solving
measurement problems involving conversion of units.

In this next topic, you will learn the definition of two important terms when we talk about
measurements; accuracy and precision as well as its importance. You will also familiarize
measuring instruments of varying precision and its advantage.

What I Need to Know

Often times, accuracy and precision are used interchangeably. However, these two terms
mean different things. As what you have learned in the previous topic, physicists perform
experiments and these experiments involve measurements. It is important to be both accurate
and precise in taking scientific measurements.

Why do you think it is important to be both accurate and precise in measurement? Can
you think of situations encountered in daily life that need to be accurate and precise? What do
you think will happen if measurements are in accurate and less precise?

In this lesson, you are to differentiate accuracy from precision.

What’s New

General Instruction: Write your answer on a separate sheet of paper.

I. Study the image below. The bull’s-eye represents the accepted true value. Each
cross represents a repeated measurement of the same quantity. Describe each of
the figures by choosing its description inside the box.

A. Precise and Accurate C. Not accurate but precise

B. Accurate but not precise D. Not accurate and not precise

Figure 1 Figure 2

Figure 3 Figure 4

II. What is your basis for your choices in describing the figures above?

What is your idea about accuracy? How about precision?

What Is It

Accuracy and precision in measurements are important in many aspects of the world; may
it be in the field of research, medicine, electronics/technology, manufacturing, and among others.
Take for example, inaccurate dose of medicine may harm patient. In the same way, inaccurate
measurements used in appliances for example may cause it to explode, even might spark fire
that will cause harm to humans and properties. Even a difference of 0.01 might lead to undesirable
results.

Accuracy refers to the closeness of the measurement to the true value or accepted value.
On the other hand, precision refers to the closeness among several measurements that have
been obtained in the same way. Let us differentiate accuracy and precision in the context of a
basketball player making a basket. We can say that a basketball player has a high degree of
accuracy if the player always makes a basket even though he strikes in different positions of the
rim. However, if he does not make many baskets but always strikes in the same position of the
rim, then he has high degree of precision but not accurate. This concept is also the same with the
figures shown in the previous activity showing targets on a dart board.

To better understand accuracy and precision of measurements, consider the example

below.

Example:

You, a student as part of your activity, weigh the new golf ball five times or five trials. The
results are as follows: 45.89 𝑔, 45.91 𝑔, 46.00 𝑔, 45. 94 𝑔, 45. 90 𝑔. The accepted value for the
mass of a new golf ball is 45.93 𝑔.

Observe that the average of the five values from five trials is close to the accepted value.
Therefore, we can say that the measurement has high accuracy. If we consider the individual
measurements, observed that they agree among the five measurements. Therefore, we can say
that the measurements are precise.

To ensure high accuracy and precision, one consideration is using appropriate measuring
instruments designed to fit the purpose. Just take for example; if you want to measure a piece of
wood, tape measure is suitable. But if you are going to use a tape measure in measuring smaller
objects, do you think it will yield an accurate and precise measurement? Do you expect an
accurate and precise measurement if you will use a ruler in measuring the eternal diameter of a
thin wire?

Let us familiarize three measuring instruments (as shown below), its advantages and its
precision.

A ruler can measure longer/larger

objects. The smallest scale division
is 1mm or 0.01cm .
A vernier caliper allows to measure
length including outside dimensions,
inside dimensions and depth of
smaller objects with more precision
and accuracy. It can measure up to
0.01mm or tenth decimal place in
mm which makes it good to use in
small and precise measurements.

Micrometer is used to make accurate

measurements of the thickness of a
sheet of paper and the external
diameter of thin wires. It can
measure up to 0.001mm or
hundredth decimal place in mm

Study the picture of scale A and scale

B on the right. Which scale is more
accurate?

Why do you say so?

What’s More: Data Analysis

General Instruction: Analyze the measurement data set provided and describe the date set
in terms of accuracy and precision.

Coin diameter

A gold coin has an ‘accepted’ diameter of 28.054 mm.

Two students are asked to measure the diameter of four gold coins. Student A uses a simple
plastic ruler. Student B uses a precision measuring tool called a micrometer.

Student A – plastic ruler Student B – micrometer

27.9 mm 28.246 mm
28.0 mm 28.244 mm
27.8 mm 28.246 mm
28.1 mm 28.248 mm

1. Calculate the average value for each set of measurements

Student A – plastic ruler Student B – micrometer

2. Compare the average value for each set with the accepted value:

● Which student’s data is more accurate? Justify your answer.

● Which student’s data is more precise? Justify your answer.

3. Explain any odd findings:

(Adopted from [Link]

What I Have Learned

Check your understanding! Answer the following questions. Write you explanation on
a separate sheet of paper.

1. Is there a difference in the accuracy of measurements of the reading if the units

used vary?

Why?

2. Up to what precise measure could each instrument be read?

3. Which of these three measuring devices:ruler, verner caliper and micrometer is

the most versatile? Justify your answer.

4. The smallest unit on a ruler is 1mm. Two students measured the width of a
wooden block and recorded them as 5.25 cm and 5.27 cm.

Analyze the data gathered. Are these two equally precise?

Comment.

5. Can measurements be accurate but not precise? Justify your answer by citing a
specific example.

6. Two students, John and Jay are given a small cylinder of aluminium of known
mass and asked to determine its density. (The ‘accepted’ density of aluminium is
2.702 g/cm3.) Since density is mass/volume, the students need to calculate the
volume of the cylinder. The height and diameter of the cylinder need to be
measured in order to calculate its volume

John is told to use a simple plastic ruler and to make four independent
measurements for each dimension. Jay is told to use a precision measuring tool
called a micrometer.

John – plastic ruler Jay – micrometer

2.2 g/cm3 2.703 g/cm3
2.3 g/cm3 2.701 g/cm3
2.7 g/cm3 2.705 g/cm3
2.4 g/cm3 5.811 g/cm3

a. Which student’s data is more accurate? Cite factor(s) that might affect the
measurement’s accuracy.

b. Which student’s data is more precise? Cite factor(s) that might affect the
measurement’s precision.
Assessment: (Post-Test)

Direction: Select the letter of your choice. Write it in CAPITAL form. Your answers should be
written on a separate sheet of paper.

1. What is the sum of 281.45 𝑔, 361.1 𝑔, and 5.301 𝑔? Apply rules in significant figures.
A. 648.9 𝑔 C. 648.850 𝑔
B. 648.85 𝑔 D. 648. 1 𝑔

2. You are using an electronic stop watch in one of your experiments in Physics. The digital
reading displays along with accuracy to how may second?
A. 0.01 𝑠 C. 0.10 𝑠
B. 0.1 𝑠 D. 1 𝑠
𝑔
3. The density of aluminium is 2.7 3. An experiment in the laboratory was performed to
𝑐𝑚
measure the density of the material. The data in the choices below came from the four
groups who performed. Which of the following measurements is most accurate?
𝑔 𝑔
A. 2.068 3 C. 2.709 3
𝑐𝑚 𝑐𝑚
𝑔 𝑔
B. 2.698 D. 2. 721
𝑐𝑚3 𝑐𝑚3

4. The diameter of a certain virus is 0. 0000002 𝑚 as viewed under a microscope. How

would this be expressed in scientific notation?
A. 2.0 × 106 𝑚 C. 2.0 × 10−7 𝑚
−6
B. 2.0 × 10 𝑚 D. 2.0 × 107 𝑚

5. Rio de Grande river has a total length of 505 𝑘𝑚. What is this length in 𝑚?
A. 50, 500 𝑚 C. 5.05 × 105 𝑚
B. 5, 050, 000 𝑚 D. 5.05 × 107

6. A foreigner is driving his car along North Luzon Express way (NLEX) at a speed of
60 𝑚𝑖/ℎ. Can he be charged off over speeding considering the maximum speed along
this express way is 100 𝑘𝑚/ℎ.
A. Yes, because 60 𝑚𝑖/ℎ is beyond the maximum speed of 100 𝑘𝑚/ℎ.
B. No, because 60 𝑚𝑖/ℎ is less than the maximum speed of 100 𝑘𝑚/ℎ.
C. No, because 60 𝑚𝑖/ℎ is jus equal to the maximum speed of 100 𝑘𝑚/ℎ.
D. Not enough data is given to determine if he is over speeding or not.

7. Which of the following sets of measurements are precise?

A. 1.50 mm, 1.72 mm, 1. 09 mm, 1. 84 mm
B. 0.9 cm, 0.95 cm, 0.80 cm, 0.63 cm
C. 1.20 m, 1.02 m, 0.97 m, 1. 42 m
D. 0.84 dm, 0.85, 0.82, 0.83

8. Which of the following relationships of quantities is NOT true?

A. 2 𝑀𝑚 = 2 × 106 𝑚 C. 10𝑚𝑔 = 1 𝑑𝑔
B. 5 𝑚𝑔 = 0.005g D. 8𝐺𝑚 = 8 × 109 𝑚
9. Which of the following values is equivalent to 0.150 𝑚?
A. 150 𝑚𝑚 C. 15 𝑑𝑚
B. 150 𝑐𝑚 D. 1 500 𝜇𝑚

10. What is 7.5 millimeters expressed in centimeters?

A. 0.075 𝑐𝑚 B. 7.5 𝑐𝑚 C. 0.75 𝑐𝑚 D. 75 𝑐𝑚
APPENDICES

APPENDIX A. Prefixes Used with SI Units

APPENDIX B. Conversion Factor

Length Mass

1𝑚 = 100 𝑐𝑚 = 1 000𝑚𝑚 1 𝑘𝑔 = 103 𝑔 = 0.0685 𝑠𝑙𝑢𝑔

1𝑘𝑚 = 1 000 𝑚 = 0.6214 𝑚𝑖 1𝑔 = 6.85 × 10−5 𝑠𝑙𝑢𝑔
1𝑚 = 3.281 𝑓𝑡 = 39.37 𝑖𝑛 1 𝑠𝑙𝑢𝑔 = 14.59 𝑘𝑔
1 𝑐𝑚 = 0.3937 𝑖𝑛 1 𝑘𝑔 ℎ𝑎𝑠 𝑎 𝑤𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 2.205 𝑙𝑏 𝑤ℎ𝑒𝑛 𝑔
1 𝑖𝑛 = 2.540 𝑐𝑚 𝑚
= 9.8 2
1 𝑓𝑡 = 30.38 𝑐𝑚 𝑠
1𝑦𝑑 = 91.44 𝑐𝑚
1 𝑚𝑖 = 5280 𝑓𝑡 = 1.609 𝑘𝑚
References

Manuals/Modules

Department of Education Central Office. Most Essential Learning Competencies

( MELCs). 2020.

Websites:

2020. [Link]. [Link]

[Link].
2020. [Link]. [Link]
[Link].
2020. [Link].
[Link]
_accuracy_and_precision.pdf.
"Measurement, Accuracy And Precision Of Data | Grant Instruments". 2020. Grant
Instruments. [Link]
precision-of-data.
"Multiple Choice Questions Answers - Online Quiz Tests". 2020. [Link].
[Link]
"New Page 1". 2020. [Link].
[Link]
Experiment%[Link].
"Precision And Accuracy". 2020. Science Learning Hub.
[Link]
"Science Learning Hub". 2020. Science Learning Hub. [Link]
"Science Learning Hub". 2020. Science Learning Hub. [Link]
"Using The Vernier Calipers & Micrometer Screw Gauge | Department Of Physics".
2020. [Link]. [Link]
Senior High School

GENERAL PHYSICS 1
Quarter 1 – Module 2
VECTORS AND VECTOR ADDITION

Department of Education ● Republic of the Philippines

GENERAL PHYSICS 1
Alternative Delivery Mode
Quarter 1 - Module 2: VECTORS AND SCALAR FORCES
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalty.

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

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author/s: Severino M. Cantorne

Reviewers:

Illustrator and Layout Artist:

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Alicia E. Anghay, PhD, CESE

Asst. Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS-Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [Link]@[Link]
Senior
Senior High
High School
School

GENERAL
PHYSICS 1
Quarter 1 - Module 2

VECTORS AND VECTOR ADDITION

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of Education
at action@ [Link].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents

How to learn from this Module.............................................................................................................i

Icons of this Module ...............................................................................................................................ii
What I Know ........................................................................................................................................... iii

Lesson 1: VECTORS AND SCALAR FORCES

What I Need to Know..................................................................................................1
What’s In …………………………………………………………………………1
What’s New: (Activity 1 Graphical representation of vectors) .........................2
What Is It ........................................................................................................................2
What Is It (Discussion) ...............................................................................................4
What’s More: (Activities) ...........................................................................................4

Lesson 2: RESULTANT OF VECTORS

What’s In ........................................................................................................................4
What I Need to Know..................................................................................................4
What Is It ( Discussion) ........................................................................................... ..5
What’s More: (Example: Social Media Scenario)............................................. .9
What I Have Learned..................................................................................................10

Assessment: (Post-Test)………………………………………………………………………..11
Key to Answers .................................................................................................................................... 12
References ............................................................................................................................................ 13
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II
What I Know
Multiple Choice. Select the letter of the best answer from among the given choices.
Direction: Multiple choices. Select the letter that correspond to the best answer.
1. Which of the following statement is true in determining the resultant of two or more
vectors acting together in the same direction?
a. Add the given vectors and take the common direction
b. Subtract the given vectors and take the common direction
c. Get the product of the given vectors and take the two direction
d. Add the given vectors and take the two direction
2. All statement are true about vectors, except;
a. Vectors are quantities with specified magnitude and direction
b. Vectors are quantities that have magnitude only
c. Vectors of two or more can be add by component method
d. Vectors can be add and take the common direction
3. A quantity that can be completely described by a single value called magnitude.
a. Vector b. magnitude c. scalar d. velocity
4. The following statement is an example of scalar, except;
a. An ant crawl on top of the table 15 cm.
b. The troop of soldier walking 20km to northward direction
c. A bunch of flowers weighing 5 kilograms
d. A car runs fast 50km/h
5. A quantity that have magnitude and direction.
a. Vector b. scalar c. displacement d. velocity
6. What is the vector some of 3 unit east and 5 unit east?
a. 5 units east b. 6 units east c. 7 units east d. 8 units east
7. To find the resultant of two vectors with opposite direction, you need to;
a. Get the difference and take the direction of the vector with the greater value
b. Get the sum and take the direction of the vector with the greater value.
c. Get the product and take the direction of the vector with the greater value
d. Get the product and take the direction of the vector with the smaller value
8. Methods which are used to determine the vector sum or resultant of two or more
vectors, except;
a. Parallelogram b. polygon c. component d. symmetrical
9. Which of the following is true about graphical method in calculating resultant vector?
a. The vectors to be added are drawn according to a convenient scale
b. The vectors to be subtracted are drawn according to a convenient scale
c. The product of vectors are drawn according to a convenient scale
d. The vectors to be subtracted are directly drawn.
10. Since vectors are quantities with specified magnitudes and direction, the most
appropriate representation of the vector is;
a. Arrow b. line c. curve d. angle theta
11. The formula used in obtaining the magnitude of the resultant in component method.
a. Pythagorean theorem b. Polygon method c. arc tangent d. Trigonometric
12. Which of the following is an example of vector quantity?
a. 25km/h b. jumping 20 seconds c. 50 grams d. 5cm, east
13. What is the difference of the two vectors 8 units, east and 5 units, west?
a. 3 units, west b. 3 units, east c. 4units west d. 4units, east
14. What is the exact sum of vectors A= 10cm, east and B= 5cm, east?
a. 5 cm, east b. 5 cm, west c. 15cm, east d.15cm, west
15. The net displacement obtained from two or more vectors.
a. Scalar b. resultant c. sum d. force
VECTORS AND SCALAR
Lesson FORCES
1
Physical quantities are all around us, the number of hours we spend in school or in
our work, the speed and direction of the jeepney that we ride on everyday, and the amount
of food that we buy. How to describe accurately these physical quantities that involved?
Physical quantities are divided into two groups, the first group consists of length,
area, volume, and speed while the second group consists of force, acceleration, and
velocity. Which group do you think gives a clearer picture of quantities? When we describe
the speed of the wind, we say it 69 kmh; but when we talk about its velocity, we express it as
69 kmh, North of West of Manila. Could you find any differences between these two
quantities? Which gives an accurate and precise description of the wind? Why?
This module will present information regarding another physical quantity, force. This
quantity is common thing to us. Pulling a table, lifting heavy baggage, moving a chair, or
opening a window involves force. Pushing a table requires a greater exertion of the muscles
than pushing a chair. Why is this so? Why is it easier to transport a block of wood on a cart
with wheels than to carry it on one’s shoulder?
In this module you will learn that force is a vector. A vector is a quantity that includes
information about the size, strength and direction.

What I Need to Know

At the end of this module, you should be able to:

1. Differentiate vector and scalar quantities (STEM_GP12V-Ia-8);
2. Perform addition of vectors (STEM_GP12V-Ia-9);
3. Rewrite a vector in component form (STEM_GP12V-Ia-10)

What’s In

There are physical quantities in physics which are represented by magnitudes and
units. When we say that the mass of an umbrella is 3 kilograms, such information gives the
magnitude and unit of mass. This quantity is called scalar. Mass therefore is an example of
scalar quantity.
Other quantities however cannot be completely specified by a magnitude and unit
alone. To describe the velocity of a car by saying that it is 50 kmh is incomplete. There is still
a need to describe the motion of direction of the car. The type of quantities which contains
direction is called the vector.

1
What’s New
Since vectors are quantities with specified magnitudes and direction, the most
appropriate representation of the vectors is the arrow ( ). Why? This is because the
length of the arrow with respect to some chosen scale indicates the magnitude while the
arrowhead represents the direction of the vector. A vector is usually represented by a letter
with an arrow above it ( A ) .The same letter without an arrow indicates the magnitude.

What you will do?

ACTIVITY 1: Graphical Representation of Vectors

You will need

Ruler protractor pencil meterstick
Procedure
1. Walk around the four corners of your classroom. Record the direction of your
paths.
2. Measure the lengths and the widths of the room in meters.
3. Record the measured lengths and widths with the specified direction.
4. Represent the quantities graphically by using a convenient scale.
Questions:
1. What is the length? Width?
2. Give the direction of your path while walking along the lengths and widths of the
room.
3. Represent your results graphically using a specified scale

What Is It
A scalar is a quantity that can be completely described by a single value called
magnitude. Magnitude means the size or amount and always includes units of
measurement. Sometimes a single number does not include enough information to
describe a measurement. Giving complete directions would mean including instructions to
go to two kilometres to the north, turn right, then go to two kilometres east. The information
“Two kilometres to the north” is an example of a vector.(p110 Tom Hsu, Ph.D.)
The direction of some vectors is given in terms used by weather forecaster,
travellers, map readers and cartographers. The basic reference for angles is the following
N
N North NE Northeast
S South NW Northwest
W E E East SW Southwest
W West SE Southeast

For example: we draw a vector for a wind blowing at 30km/h in the northeast direction 450.

N 30km/h

45o
W E

2
SCALAR ADDITION
Adding scalar quantities is similar to ordinary addition. We add together the
quantities express in the same units. Look at the example.

Example:
If the mass (m1)=25g and another mass (m2)=50g their sum is m=m1 + m2

Thus, m= 25g + 50g

m= 75g
However, you must be careful about how the given magnitude are expressed. If there
are two different units, you need to convert the unit before adding.
Example:
If mass (m1)= 25g and another mass (m2)= 5kg. What is the total mass of an object?
Thus, convert g to kg so that,

25g x 1kg/1000g =25/1000 or 0.025kg

Therefore, m = m1 + m2
=0.025 kg + 5kg
=5.025kg (total mass of an object)

VECTOR ADDITION
Now that we know how to represent vectors graphically, we are now ready to add two
or more vectors.
For example, we are asked to determine the vector sum of the resultant of the
following vectors:

1. A= 2 units, East 2. A= 2 units, East

B= 4 units, East B= 4 units, West

Solution:

2 units 4 units 2 units 4 units

2 units West
6 units East
(R) Resultant ( R) Resultant

NOTE:
To determine the resultant of two or more vectors acting together in the same
direction, add the given vectors and take the common direction. On the other hand, to find
the resultant of two vectors with opposite direction, get the difference and take the direction
of the vector with the greater value.

3
What’s More

ACTIVITY 2: ( Graphing of vectors). Represent the following vectors graphically:

A: 40 units, 45o North of East
B: 50 units, 30o South of West
C: 40 units, 45o Counterclockwise from the (+) x-axis.
D: 50 units, 30o clockwise from the (-) y-axis

ACTIVITY 3: (Scalar addition) In separate paper, solve the following problem with
complete solution.

1. If area A1=20cm2 and area A2=36cm2, the total is A= A1 + A2

2. If the mass (m1) = 15kg and the second mass (m2) = 250g. Find the total mass

m= m1 + m2. Convert kg to grams.

ACTIVITY 4. (Vector Addition) In separate paper. Solve the given vectors and find the
resultant with exact direction.

1. A= 7 units, East 3. A= 2 units, East

B= 3 units, East B= 8 units, West

2. A= 8 units, East 4. A= 3 units, East

B= 4 units, West B= 9 units, West

Lesson RESULTANT OF VECTORS
2
What’s In

When you draw a force vector on a graph, distance along the x or y- axes represents
the strength of the force in the x- and y- directions. A force at an angle has the same effect
as two smaller forces aligned with the x- and y- direction. To determine the resultant of two
or more vectors acting together in the same direction, add the given vectors and take the
common direction.

What I Need to Know

At the end of this lesson, you should be able to:

1. Determine the vector sum of two or more vectors;
2. Apply the Pythagorean theorem formula in getting the resultant vector;

3. Determine the vector resultant using the component method

What Is It
RESULTANT OF VECTORS
How do you determine the resultant of vectors acting at certain angles? The following
are the different methods which are used to determine the vector sum or resultant of two or
more vectors.
1. Graphical Method
a. Parallelogram
b. Polygon method
2. Analytical or Mathematical method
a. Trigonometrical method
b. Component method
In the graphical method, the vectors to be added are drawn according to a
convenient scale. They also have to be drawn in their specified direction. These directions
are usually indicated by an angle measured from a certain reference line. With the aid of
protractor, vectors can be drawn in their respective direction and the resultant is then drawn.
If the vectors are represented by rectangular coordinate system, the angle is measured with
respect to the x-axis or the y-axis.

In the analytical method, the vectors need not be drawn according to scale. A rough
sketch is simply made to show their magnitude and direction. The figure is analysed
mathematically with the application of mathematical procedures and formulas.
Graphical Method (Parallelogram)
The parallelogram method is a common way of adding two vectors. For example,
vector A and vector B are two vectors to be added, they are drawn from a common point.
The angle Φ (phi) is included angle between vector A and vector B. A parallelogram is then
formed using the vectors A and B as two sides.

A R
Φ ΦΦ
Φ Φ
0

B
The resultant R is the diagonal line of the parallelogram from the common point 0.
The magnitude of the resultant is obtained by using the length and the established scale.
The angle Φ (theta) relative to B is simply measured by a protractor.

Sample Problem: (Used scientific calculator )

Carlito was observing an ant crawled along a tabletop. With a piece of chalk, he
followed its path. He determine the ants displacements by using a ruler and protractor. The
displacements were as followed; 4cm east and change its direction 7cm 45 0 north of east.

R=11cm
7cm NE R= 11cm North of East

450
0 4cm E

The ant went 4cm east and change direction 7cm, 45 0 north of east (NE). The
resultant displacement does not change. The order in which displacement vectors
are taken does not affect the resultant (11cm NE).

Analytical Method (Trigonometrical)

We can also get the resultant of two vectors by analytical method that is the
method of trigonometry. In the case of two perpendicular vectors, the included angle
is equal to 900. The value of the resultant is determined by applying the Pythagorean
theorem. Thus;
R2 = A2 + B2
Example: What is the vector sum of 8cm and 5cm acting on point O at an angle of
600?
Solution:
R2 = A2 + B2 - 2AB cos (120)
R2 = (8cm)2 + (5cm)2 - 2(8cm) (5cm) (-0.5)
R2= 64cm2 + 25cm2 - 2(40cm2)(-0.5)
R2= 64cm2 + 25cm2 – 2 (-20cm2)
R2=64cm2 + 25cm2 + 40cm2
R2=129cm2 B=5cm R= 11.36cm

R = √129𝑐𝑚 2 600 23.180 1200

R = 11.36cm (The resultant vector) 0
A = 8cm
To find the angle Φ (theta) may be determined from the sine law;

R B
=
Sin 1200 sin θ

11cm 5cm
=
Sin 1200 sin θ

(11cm)(sin θ) (5cm)(sin 1200)

=
11cm 11cm

Sin θ = 5 ( 0.866)
11
Sin θ = 0.3936

θ = arc sin 0.3936

θ = 23.180

Analytical (Component method)

The component of a given vector makeup the set of vectors whose vector sum is the
given vector. The following procedure are applied in adding several vectors in terms of their
components:

1. Resolve the initial vectors into their components in the x and y directions
2. Add the component in the x direction to give R x and add the components in the y
direction to give Ry. The following formulas help explain the second procedure:

Rx = x- component of R
= Ax + Bx + Cx + ……
= sum of the x-components
Ry = y- component of R
= Ay + By + Cy + ……
= sum of the y-components

3. Find the magnitude and direction of the resultant R from the components Rx and Ry.
The Pythagorean theorem is used , Thus;

R = √𝑎2 + 𝑏 2

The direction of R can be found the values of the component by trigonometry. This is
given by:

tan θ = Ry or θ = arc tan Ry

Rx Rx
The angle θ may be situated in any of the four quadrants depending on the directions
of Rx and Ry. There are four possible cases and those are shown below;

Rx Ry Position of R How θ is measured

st
1 + + 1 Quadrant Counterclockwice from (+) x-axis
2 - + 2nd Quadrant Clockwise from (-) x-axis
3 - - 3rd Quadrant Counterclockwise from (-) x-axis
4 + - 4th Quadrant Clockwise from (+) x-axis

Example:
Given: A = 10 units, 300 counterclockwise from (+) x-axis

B = 25 units, 450 clockwise from (-) x- axis

y

Solution:

B
A
450 300
x

The figure shows A and B relatives to the rectangular coordinate system

Ax = A cos 300 Ay = A sin 300

= 10 units (0.866) = 10 units (0.5)
= 8.66 units = 5 units

The component of B are similarly obtained;

Bx = B cos 450
= 25 units (0.707)
= -17.68 units
This is considered negative since Bx is to the left
By = B sin 450
= 25 units (0.707)
= +17.68 units
Since By is upward, we consider it to be positive.

To summarize the components of A and B, the following data are given

x-component y-component

Ax = 8.66 units Ay = 5 units

Bx = -17.68 units By = 17.68 units

Therefore, to determine Rx and Ry, we have

Rx = A x + Bx
= 8.66 units + (-17.68 units)
= - 9.02 units
The negative sign indicate that Rx is directed to the left

Ry = A y + By
= 5 units + 17.68 units
= +22.68 units

The positive sign indicates that Ry is directed upward

The magnitude of the resultant is obtained by using the following formula

R =√(𝑅𝑥 )2 + (𝑅𝑦 )2
=√(−9.02 𝑢𝑛𝑖𝑡𝑠)2 + (22.68 𝑢𝑛𝑖𝑡𝑠)2
= √81.36 𝑢𝑛𝑖𝑡𝑠 + 514 𝑢𝑛𝑖𝑡𝑠
= √595.74 𝑢𝑛𝑖𝑡𝑠
R = 24.41 units

The direction of the resultant is evaluated using the following formula

𝑅𝑥
Tan θ =
𝑅𝑦
θ= arctan Ry
Rx R Ry

θ= arctan 22.68 units

-9.02 units
= arctan 2.51
68.310
θ = 68.31 measured clockwise from the (-) x-axis
0
0
Rx
What’s More

ACTIVITY 5: Graphical Method (Parallelogram). illustrate the given magnitude in the

problem. Use separate paper and scientific calculator
.
Problem:
A group of soldiers walked 15 km north from their camp, then covered 10 km
due east. Note: Scale ( 1cm=1km).
a. What was the total distance walked by the soldier?
b. Determine the total displacement and exact direction of the travel.
c. Give the clear illustration of the path.

ACTIVITY 6: ( Analytical Method/ Trigonometrical). Calculate the vector sum and

illustrate. Use separate paper and scientific calculator.

Problem:
What is the vector sum of 15cm East and 9cm North of east acting on point O
at an angle of 800?

Find: a. R resultant force

b. direction of R
c. angle of θ (theta)

ACTIVITY 7: ( Component method) Determine the Resultant of two vectors using the
component method and illustrate. Use separate paper and scientific
calculator.

Given:
A = 15 units, 25o Counterclockwise from (+) x-axis

B = 30 units, 40o clockwise from (-) x- axis

What I Have Learned

A. Use the tail to tip method to add the given vectors

1. C= 6 cm, due north

D= 8 cm, due west

2. A = 7 km, due east

B = 3 km, due west

3. C = 4 cm, due south

D = 3cm, due west

4. E = 10 km, northwest

F = 20 km, northeast

5. G = 50 mm, northwest

H = 5 mm, northwest
Assessment: (Post-Test)

Multiple Choice. Select the letter of the best answer from among the given choices.
Direction: Multiple choices. Select the letter that correspond to the best answer.

1. Which of the following statement is true in determining the resultant of two or more
vectors acting together in the same direction?
a. Add the given vectors and take the common direction
b. Subtract the given vectors and take the common direction
c. Get the product of the given vectors and take the two direction
d. Add the given vectors and take the two direction
2. All statement are true about vectors, except;
a. Vectors are quantities with specified magnitude and direction
b. Vectors are quantities that have magnitude only
c. Vectors of two or more can be add by component method
d. Vectors can be add and take the common direction
3. A quantity that can be completely described by a single value called magnitude.
a. Vector b. magnitude c. scalar [Link]
4. The following statement is an example of scalar, except;
a. An ant crawl on top of the table 15 cm.
b. The troop of soldier walking 20km to northward direction
c. A bunch of flowers weighing 5 kilograms
d. A car runs fast 50km/h
5. A quantity that have magnitude and direction.
a. Vector b. scalar c. displacement d. velocity
6. What is the vector some of 3 unit east and 5 unit east?
a. 5 units east b. 6 units east c. 7 units east d. 8 units east
7. To find the resultant of two vectors with opposite direction, you need to;
a. Get the difference and take the direction of the vector with the greater value
b. Get the sum and take the direction of the vector with the greater value.
c. Get the product and take the direction of the vector with the greater value
d. Get the product and take the direction of the vector with the smaller value
8. Methods which are used to determine the vector sum or resultant of two or more vectors,
except;
a. Parallelogram b. polygon c. component d. symmetrical
9. Which of the following is true about graphical method in calculating resultant vector?
a. The vectors to be added are drawn according to a convenient scale
b. The vectors to be subtracted are drawn according to a convenient scale
c. The product of vectors are drawn according to a convenient scale
d. The vectors to be subtracted are directly drawn.
10. Since vectors are quantities with specified magnitudes and direction, the most appropriate
representation of the vector is;
a. Arrow b. line c. curve d. angle theta
11. The formula used in obtaining the magnitude of the resultant in component method.
a. Pythagorean theorem b. Polygon method c. arc tangent d. Trigonometric
12. Which of the following is an example of vector quantity?
a. 25km/h b. jumping 20 seconds c. 50 grams d. 5cm, east
13. What is the difference of the two vectors 8 units, east and 5 units, west?
a. 3 units, west b. 3 units, east c. 4units west d. 4units, east
14. What is the exact sum of vectors A= 10cm, east and B= 5cm, east?
a. 5 cm, east b. 5 cm, west c. 15cm, east d.15cm, west
15. The net displacement obtained from two or more vectors.
a. Scalar b. resultant c. sum d. force
References
BEISER, A. Modern Technical [Link].36-37.
NAVAZA, D & VALDES V. (1998). Physics Textbook. You and the natural world [Link].31-40.
Turback,E.j.,Lutgens, F. K. & Tasa, D. (2012). Earth [Link] Jersey:Pearson Prentice Hall.pp88-96
Blaustein, [Link]. al.(1999). Science, An Introduction to life, Earth and Physical Science. New
York: Glencoe McGraw-Hill
Bonnet, R.L. & Keen, G. D. (1990). Earth Science, Science Fair [Link]:TabBooks.
Camp, W. G. & Donahue, R.L. (1994). Environmental Science. New Your: Delmar Pub.

For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [Link]@[Link]
Senior High School

NOT

General Physics 1
Quarter 1 - Module 3
One- Dimensional Kinematics

Department of Education ● Republic of the Philippines

General Physics 1 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 3: One-Dimensional Kinematics
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials
from their respective copyright owners. The publisher and authors do not represent
nor claim ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V
Development Team of the Module

Author/s: Leah Lyn A. Lingatong

Reviewers:

Illustrator and Layout Artist:

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Alicia E. Anghay, PhD, CESE

Asst. Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS - Science
Joel D. Potane, LRMS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address : Fr. William F. Masterson Ave Upper Balulang, Cagayan de Oro
Telefax : (08822)855-0048
E-mail Address : [Link]@[Link]
Senior High
Senior School
High School

General Physics 1
Quarter 1 - Module 3:
One Dimensional Kinematics

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at action@
[Link].

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

Table of Contents

What This Module is About .................................................................................................... i

What I Need to Know ............................................................................................................. i
How to Learn from this Module............................................................................................. ii
Icons of this Module .............................................................................................................. ii
What I Know ......................................................................................................................... .iii

Lesson 1: Describing Motion

What’s In........................................................................................................................... 1
What I Need to Know ....................................................................................................... 1
What’s New: Describing Motion ....................................................................................... 1
What Is It .......................................................................................................................... 3
What’s More:Solving Distance and Displacement Problems ......................................... 4
What’s More: Solving Speed and Velocity Problems ..................................................... 6
What’s More: Solving Acceleration Problems…. ............................................................. 7
What I Have Learned: Sum it Up! .................................................................................... 8
What I Can Do: Conducting An Interview ........................................................................ 8

Lesson 2: Graphical Representation of Motion

What’s In........................................................................................................................... 9
What I Need to Know ....................................................................................................... 9
What’s New: Graphing Motion ......................................................................................... 9
What Is It .......................................................................................................................... 11
What’s More: Through the Graph! ................................................................................... 14
What I Have Learned: Interpret Me! ................................................................................ 15
What I Can Do: My Motion Story ..................................................................................... 15

Lesson 3: One Dimensional Uniformly Accelerated Motion

What’s In........................................................................................................................... 16
What I Need to Know ....................................................................................................... 16
What Is It .......................................................................................................................... 16
What’s More: Solving One Dimensional Uniformly Accelerated Motion ......................... 20
What’s New: Aristotle or Galileo? .................................................................................... 21
What Is It .......................................................................................................................... 21
What’s More: Solving Free Fall Problems ....................................................................... 24
What I Have Learned: Create Your Own Problems ........................................................ 24
What I Can Do: Inform Me ............................................................................................... 25

Summary ............................................................................................................................. 26
Assessment: (Post-Test) .................................................................................................... 27
Key to Answers ................................................................................................................... 29
References .......................................................................................................................... 30
Module 3
One Dimensional Kinematics
What This Module is About
This module provides you with scientific knowledge and skills about One
Dimensional Kinematics. Kinematics is a branch of mechanics that deals with
describing an object’s motion without considering its causes. One dimensional
Kinematics, therefore, is about describing the motion of objects along a straight path
(rectilinear motion) through words, diagrams, graphs or equations. The lessons in this
module are necessary in studying other concepts of motion in the next modules.
The following are the lessons contained in this module:
• Lesson 1- Describing Motion
• Lesson 2- Graphical Representation of Motion
• Lesson 3- One Dimensional Uniformly Accelerated Motion

What I Need to Know

After going through this module, you are expected to:
1. Convert a verbal description of a physical situation involving uniform acceleration in
one dimension into a mathematical description (STEM_GP12Kin-Ib12
2. Interpret displacement and velocity, respectively, as areas under velocity vs. time
and acceleration vs. time curves (STEM_GP12KINIb-14)
3. Interpret velocity and acceleration, respectively, as slopes of position vs. time and
velocity vs. time curves (STEM_GP12KINIb-15)
4. 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)
5. Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion (STEM_GP12KINIb-17)
6. 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 freefall problems (STEM_GP12KINIb-19

i
How to Learn from this Module
To achieve the learning competencies cited above, you are to do the following:

• Take your time reading the lessons carefully.

• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

ii
What I Know
MULTIPLE CHOICE: Directions: Read and understand each item and choose
the letter of the correct answer. Write your answers on a separate sheet of paper.

1. Which of the following is an example of acceleration?

A. 10 m/s B. 10 m C. 10 s D. 10 m/s2
2. It is defined as the rate of change of velocity.
A. Distance B. displacement C. speed D. acceleration
3. Mark walked 5 km/h. How long did it take him to travel 15 km?
A.3 h B. 5 h C. 10 h D. 12 h
4. What is measured by a car’s speedometer?
A. Average speed C. Instantaneous speed
B. Average acceleration D. Instantaneous acceleration
5. Which of the following situations happen when a driver steps on the accelerator?
A. The car speeds up C. The car decelerates
B. Velocity is changed D. No fuel is consumed
6. A two-year old boy runs 20 m away from his mother in a straight path in 6 s and then runs
halfway back in one-half the time. What is his final velocity?
A. 2.55 m/s toward his mother C. 3.33 m/s away from his mother
B. 4.20 m/s away from his mother D. 4.44 m/s toward his mother
7. What is the acceleration of a car that maintains a constant velocity of 55 mi/hr for
10.0 seconds?
A. 0 B. 5.5 mi /hr/s C. 5.5 mi /s/s D. 550 mi/hr/s0 seconds?
8. What is the average speed of an object which moves 10 kilometer in 30 minutes?
A. 10 km/hr B. 20 km/hr C. 30 km/hr D. more than 30 km/hr
9. A ball is thrown vertically upward. What is its velocity at the highest point of its path?
A. 0 m/s B. 5 m/s C. 10 m/s D. 15 m/s2
10. A car has an initial velocity of 40 m/s. It stops over a distance of 120 m when the breaks
are applied. How long does it take for the car to stop?
A. 6s B. 3 s C. 9 s D. 12 s
11. Which one of the following statements is NOT true of a free-falling object? A free-falling
object_____.
A. falls with a constant speed of -10 m/s.
B. falls with a acceleration of -10 m/s/s.
C. falls under the sole influence of gravity.
D. falls with downward acceleration which has a constant magnitude.
12. Ten seconds after being dropped from rest, a free-falling object will be moving with a
with what speed?
A. about 10 m/s. B. about 50 m/s. C. about 100 m/s. D. more than 100 m/s.
13. On takeoff, a rocket accelerates from rest at a rate of 50.0 m/s 2 for exactly 60 seconds.
What is the rocket’s speed after this 60-second of steady acceleration?

A. 50.0 m/s B. 500. m/s C. 3.00 x 103 m/s D. 3.60 x 103 m/s

For number 14 and 15, refer to the situation below.

A ball is thrown straight up so that it reaches a maximum height of 30 m.

14. How long did it take the ball to go up?

A. 0.4 s B. 0.8 s C 1.5 s D. 2.5 s
15. How fast was it going when it was 10 m high from the ground?
A.10.7 m/s B. 12.3 m/s C.14.1 s D. 19.8 m/s

iii
Lesson
Describing Motion
1
What’s In

.Motion is all around us. Every day, we see objects that are moving like people
walking or running, ball rolling, birds flying in the sky, vehicles running on the road and
many more. We also noticed that object move in different ways. Some in curved paths,
others in straight-line path. In this module we will mathematically describe the motion
of objects along a straight-line path ( one-dimensional motion) in terms of distance,
displacement, speed, velocity and acceleration .We have to note that these terms are
either scalar or vector quantities so the rules in subtracting or adding them which you
learned from the previous module will be used in this lesson.

What I Need to Know

After this lesson, you should be able to:
1. Describe the motion of an object in terms of distance or displacement, speed
or velocity;

2. Solve problems on distance, displacement, speed, velocity and acceleration;

3. Measure the distance and displacement from a travel map.

What’s New
Activity 2.1 Describing Motion

Objectives

➢ Measure the distance and displacement from a travel map;

Material: ruler

1
Diagram
Angelo, a fourth year student, monitored his trip from his house to school. He
walked from his house (A) to the nearby jeepney stop (B) for 4 minutes. He traveled
by jeepney for 10 minutes to the tricycle stop near his school (C). From the tricycle
stop, he took a tricycle to D for 2 minutes until he reached the school (E) for another
2 minutes.

D
(School) E

B C

Fig. 2.1 Map of Angelo’s Trip

Scale: 1 cm = 50

Procedure
1. Measure the line segment AB, BC, CD and DE on the map shown in Fig.
2.1 using a ruler. Record the data in column 3 of Table 2.1 below.
Convert your measured value to kilometers using the scale given above
and record it in column 4 of the same table. Record the corresponding
time of travel in column 5.
2. Compute Angelo’s average speed in km/min from A to B, B to C, C to D, and
finally D to E. Write the corresponding values in column 6.
3. Convert the speed in km/min to km/h and write the values in column 7.
Data 2
Table 2.1: Motion of Angelo
Means of Line Length of Line Distance Time Distance/time Distance/time
Transport Segment Segment (cm) (km) of (km/min) (km/h)
Used Travel
(min)
walking AB
jeepney BC
tricycle CD
tricycle DE
Note: You will use your data to answer the questions found in the “What I Have Learned”
section of this lesson.

What Is It

Activity 2.1 walks us through the basic concepts of motion. When we discuss the
motion of something, we describe it relative to something else. We call this as a frame
of reference. Objects that we call stationary—such as a tree, a sign, or a building—
make good reference points. An object is in motion if it changes position relative to this
frame of [Link] are several physical quantities that can quantitatively
describe the motion of objects. We will discuss them in detail in this lesson.
Distance and Displacement

A body has moved if it has changed position with respect to a reference point,
like traveling from your house to school. This change in position is termed as distance.
Distance, a scalar quantity, is the length of path that a moving body travels. It is
commonly expressed in meter, kilometer, centimeter, feet. Displacement, a vector
quantity, is the shortest distance between the initial position and final position.
Examples of displacement are 5 km, east; 100 m NE.
Sample Problem 1: A boy started from the tower (point A) moved to point B then went
back to point A. What is his total distance travelled? What about his displacement?
Solution: Distance: 10m + 10m =20 m; since distance is a scalar quantity, we don’t
mind the direction. We simply add the magnitude.
Displacement: 10m East-10 m West=0; since displacement is a vector quantity, we
have to consider the direction of the motion. Travelling to the East is positive and
travelling to the west is negative.
Sample Problem 2. A man walks 175 m to the east, then turns back and walks 40 m
3
due west. What is the total distance he walked? What is his total displacement?
Answer: The total distance he walked is d= 175 m + 40 m= 215 m. However,
for his total or net displacement, we have to consider the directions. Considering the
Cartesian plane, going east is positive and going west is negative. His displacement
is d= 175m East- 40 km West = 135 m, East .Therefore, the net displacement of the
man is 135 m, due East.

What’s More

Activity 2.2: Solving Distance and Displacement Problems

Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper.

1. A car is driven 4.5 km due north before the driver remembers a forgotten
package. The car is driven back 4.5 m in the opposite direction. What is the
total distance covered by the car? What is the net displacement?
2. The marathon runner jogged 2 km along a straight shoreline, rested, then
continued in the same direction for another 2 km. Find the total distance and
displacement he covered.

Speed, a scalar quantity refers to the rate of motion. It is the ratio of distance
covered and the time of travel. In equation,
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑠𝑝𝑒𝑒𝑑 =
𝑒𝑙𝑎𝑝𝑠𝑒𝑑 𝑡𝑖𝑚𝑒
𝑑
In symbol: 𝑣= 𝑡
Speed, therefore, refers to how fast the object is moving. It tells us that a fast-
moving object has a high speed and covers a large distance in a short period of time
while a slow-moving object that has a low speed covers a relatively small amount of
distance in the same amount of time.
Since speed is distance divided by time, speed is expressed in terms of the unit
of distance and unit of time. The SI unit for distance is meter, and time is second.
Thus, speed is expressed in meters per second or m/s. For vehicles, the standard unit
for speed is kilometers per hour or km/h (kph). In other countries such as USA, they
use miles per hour or mph as unit of speed. What about the speed of ship? Are they
also expressed in kph or mph? (No. Ship’s speed is expressed in nautical per hour
or knots.)
If the speed is not constant, this speed is called the average speed. It can be
determined by dividing the total distance travelled by the total time of travel. In
equation:
𝑡𝑜𝑡𝑎𝑙
4 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝐴𝑣𝑒. 𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑜𝑓 𝑡𝑟𝑎𝑣𝑒𝑙

𝑑𝑡𝑜𝑡𝑎𝑙
In symbol: 𝑣𝑎𝑣𝑒 = 𝑡𝑡𝑜𝑡𝑎𝑙

For example, a bus travelled 120 kilometers in 3 hours. What is the speed of
the bus? Did the bus travel at constant speed of 40 km per h in 3 hours? Perhaps,
the bus travelled at 20 km/h, 30 km/h, 60 km/h or 120 km/h or it stopped several
times. In other words, its speed was not constant as it travelled for 3 hours. So the 40
km per h refers to the average speed of the bus.
Are you familiar with the instrument called speedometer? It is one of the
devices on the instrument panel in front of the driver’s seat of a motor vehicle. Is the
speed indicated in the speedometer an average speed. (No.) The speedometer
indicates the instantaneous speed of the vehicle which means the speed of the
vehicle at the instant you were reading the speedometer.
The description of motion is not complete if it includes speed only. We also have
to consider its direction. With this, we use the term velocity. Velocity is a vector
quantity defined as the ratio of the displacement to the total time [Link] average
velocity is the total displacement of an object divided by the elapsed time. In symbols:
𝑑
𝑣=
𝑡
Where
d = total displacement t = elapsed time v = average velocity

Sample Problem 1: Lydia de Vega is a world known Filipino track and field athlete.
She can run the 100-m dash in about 11.0 seconds. What is her average speed?

Given: d= 100.0 m t= 11.0 s Required: average speed

Solution:
𝑑
𝑣=
𝑡
100 𝑚
𝑣=
11.0 𝑠
𝑣 = 9.09 𝑚/𝑠
Therefore, the average speed of Lydia de Vega is 9.09 m/s.

5
What’s More
Activity 2.3: Solving Speed and Velocity Problems
Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper.
1. A bus travels at a distance of 90 km in 2 h and another 30 km in 1 h. What is the
average speed of the bus?
2. A banca takes about 1.0 h to travel a distance of 15 km. A sailboat travels the same
distance in 0.5 h. The same distance is traveled by a motorboat in 0.3 h. (a) Compute
the average speed of each vessel. (b) Which vessel is the fastest? (c) Based on the
data, how fast is the sailboat compared to the banca?

Acceleration
An object is accelerated when it speeds up, slows down or changes
direction. In other words, the motion is accelerated when the velocity of the object
changes. Recall that velocity refers to both magnitude (speed) and direction.
Acceleration is the rate of change of motion or the change in velocity per unit
time. In equation,
∆𝑣
𝑎=
∆𝑡
𝒗𝒇 − 𝒗𝒊
𝑎=
𝒕𝒇 − 𝒕𝒊
The unit of acceleration is m/s/s or m/s2.

Sample Problem 1: A race car’s forward velocity increases from 4.0 m/s to 36 m/s
over a 4.0 s-time interval. What is its average acceleration?
Given: 𝑣𝑓 = 36 𝑚/𝑠 𝑣𝑖 = 4.0 𝑚/𝑠 ∆𝑡 = 4.0 𝑠

Required: 𝒂
Solution:
𝑣𝑓 − 𝑣𝑖
𝑎=
𝑡𝑓 − 𝑡𝑖
36 𝑚/𝑠 − 4.0 𝑚/𝑠 32.0 𝑚/𝑠
𝑎= = = 8.0 𝑚/𝑠2
4.0 𝑠 4.0 𝑠

Sample Problem 2: A car with an initial velocity of 20 m/s, accelerates at a rate of

5 m/s2 for 3 seconds, what will its final velocity be?
Given: 𝑣𝑖 = 20 𝑚/𝑠 𝑎 = 5 𝑚/𝑠2 ∆𝑡 = 3 𝑠
Required: 𝑣𝑓

Solution:
𝒗𝒇 −𝒗𝒊
From the equation: 𝑎 = , we can derive a formula to be used in solving
𝒕𝒇 −𝒕𝒊
for the final velocity. That would be 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡.

𝑣𝑓 = 20 𝑚/𝑠 + (5𝑚/𝑠2 )( 3 𝑠) .
𝑣𝑓 = 20 𝑚/𝑠 + (15𝑚/𝑠) .
𝑣𝑓 = 35 𝑚/𝑠
The final velocity of the car is 35 𝑚/𝑠.

What’s More
Activity 2.4: Solving Acceleration Problems
Directions: Show your answers legibly, concisely and completely. Use separate
sheet of paper

1. A race car’s forward velocity increases from 4.0 m/s to 36 m/s over a 4.0 –s time interval.
What is its average acceleration?
2. A bus is moving west at 25 m/s when the driver steps on the brakes and brings the bus
to a stop in 3.0 s.
a. What’s the bus’ average acceleration while braking?
b. If the bus took twice as long to stop, how would the acceleration compare with that you
found in part a?
3. If the rate of continental drift were to abruptly slow from 1.0 cm/ year to 0.5 cm/year over
the time interval of a year, what would be the average acceleration?
7
What I Have Learned
Activity 2.5: Sum it Up!

Direction: Use the data you obtained in Activity 2.1 Describing Motion to answer the
following questions:
1. What was the total distance traveled by Angelo in km?
2. How long did it take him to reach the school?
3. What was his average speed in the first part of his trip? in the succeeding
parts?
4. What is his average speed in the entire trip from his house to school?
5. How far is his house to the school? (Hint: Draw a straight line from his house
to school.)
6. Get the ratio of the distance that you measured in Q5 to the total time of
travel. What does this ratio give you?

What I Can Do
Activity 2.6 Conducting An Interview

Following speed limit is of great importance. The minimum speed limit

is set at 60 kph and the maximum at 100 kph. With this, conduct an
interview to 2 drivers of different automobiles such as jeep, bus, taxi,
and private vehicles to find out their relative average speed as well as
their driving experiences in relation to increasing and decreasing
speed and following road safety measures. Construct at least 3
questions to be used in your interview.
Lesson
Graphical Representation of
2 Motion

What’s In
In the previous lesson we use words, numbers, equations and diagrams to describe
an object’s motion. For this lesson, we will explore another way of describing one
dimensional motion through a visual representation we call graphs. We will use line
graphs throughout this lesson. In making the line graphs, we put the
independent variable on the x- axis and the dependent variable on the
y-axis.

What I Need to Know

After this lesson, you should be able to:

1. Construct a position-time graph;
2. Construct a velocity-time graph;
3. Solve for the slope of a position-time graph;
4. Solve for the slope of a velocity-time graph;
5. Interpret position-time and velocity-time graphs;
6. Make a story out of a position-time graph;
7. Identify the quantity represented by the slope of a position-time graph;
8. Identify the quantity represented by the slope of a velocity-time graph.

What’s New

Do Activity 2.7 to determine how to graph and interpret an object’s motion

ACTIVITY 2.7: GRAPHING MOTION
Direction: Use graph paper to plot the motion of the bicycle, the passenger jeepney
and the car. Please keep your graphs for you will use them to answer
questions in the “What I Have I Learned” section of this lesson.

Objectives: 9

a) Construct distance-time graphs from given tabulated data.

b) Describe motion in words, using the graph as point of reference.
c) Calculate and interpret the slopes of the graph.

Materials
Table 2.1: Bicycle’s Motion
Ruler, pencil and calculator
Distance Time
d (m) t (s)
Data
0 0
Part A – Data for a Bicycle’s Motion
20 2
1. Plot the tabulated data (distance, d vs t)
2. Time will be in the x-axis and distance in the y-axis. 38 4
3. Connect the points. Describe the graph.
60 6
79 8
Part B – Data for the Motion of a Passenger Jeepney 100 10
1. Plot the given tabulated data (d vs t) 120 12
2. Time will be in the x-axis and distance in the y-axis.
3. Connect the points. Describe your graph. 138 14
Part C – Data for the Motion of a Car
Table 2. 2 : Passenger Jeepney’s
Motion 1. Plot the distance against time (d-t graph)
2. Time will be in the x-axis and distance in the y-
axis.
3. Connect the points. Describe the graph.

Table 2.3: Car’s Motion

Distance Time
d (m) t (s)
0 0
15.5 4.8
46.5 8.7
75.0 11.1
105.2 13.0
150.0 15.3
200.1 17.7
What Is It
10

Position vs. Time Graph

Distance Time
An object’s motion can be represented by a
d (km) t (h)
position-time graph (See Figure 2.1). In this graph, the
0 0 x- axis represents the time and the y- axis represents
the position of the object relative to the starting point.
50 1
The position-time graph tells us how far an object has
100 2 travelled from its starting position at any given time it
100 3 started moving.

100 4
150 Problem 1:
Sample 5
Use100 6 the following:
Figure 2.1 to answer

50 7
1. At what time is the car’s position equal to
0 8
40 m? The car is at 40 m at time t= 4 s.

2. What was the car’s position at t= 2 s?

The car’s position is 20m at t= 2 s.

3. What is the total distance travelled by the car

at the end of 5s?The car travelled a total
distance of 50m.
Figure 2.1 Position vs. Time Graph of a Car

What Does the Slope of the Position- Time Graph Represent?

Recall that in Mathematics, the slope of the line describes the direction and the
steepness of the line. It is equal to the rise divided by the run. Mathematically,
∆𝒚 𝒚𝟐 − 𝒚𝟏
𝒎= =
∆𝒙 𝒙𝟐 − 𝒙𝟏
where m= slope of the line
𝑦1= y coordinate of Point 1 𝑥1 = x coordinate of Point 1
𝑦2 = y coordinate of Point 2 𝑥2 = x coordinate of Point 2

Consider again Figure 2.1, let us determine its

slope using the following two points.
P1 (1s, 10m) and P2 (2s, 20m)
To get the slope:
∆𝑦 𝑦 −𝑦 20𝑚−10𝑚 10 𝑚 Figure 2.1 Position vs. Time Graph of a Car
𝑚= = 𝑥2−𝑥1 = = = 10𝑚/𝑠
∆𝑥 2 1 2𝑠−1𝑠 1𝑠

Take a look at the unit of the slope of the line we got. What quantity does this unit
represent? The slope of the line of a Position-time
11 graph is the speed or velocity of
an object.
Let us try using other set of two points from the graph.

P1 (3s, 30m) and P2 (4s, 40m) P1 (1s, 10m) and P2 (5s, 50m)
∆𝒚 𝒚𝟐 − 𝒚𝟏 50𝑚 − 10𝑚 40 𝑚
𝒎= = 𝑚= = = 10 𝑚/𝑠
∆𝒙 𝒙𝟐 − 𝒙𝟏 5𝑠 − 1𝑠 4𝑠
40𝑚 − 30𝑚 10 𝑚
𝑚= = = 10 𝑚/𝑠
4𝑠 − 3𝑠 1𝑠
P1 (2s, 20m) and P2 (5s, 50m) P1 (1s, 10m) and P2 (4s, 40m)
50𝑚 − 20𝑚 30 𝑚 40𝑚 − 10𝑚 30 𝑚
𝑚= = = 10 𝑚/𝑠 𝑚= = = 10 𝑚/𝑠
5𝑠 − 2𝑠 3𝑠 4𝑠 − 1𝑠 3𝑠
Note that for the different sets of two points on the line that we used, the slope
is the same. It means that the velocity of the car is constant. The graph above shows
an object moving at constant velocity.
Position-Time Graph Summary
(a) Graph shows the object is moving at constant
positive velocity. This explains further that as the
Position

time increases the distance also increases with

time.
Time

(b)Graph shows object is moving at

Position

constant negative velocity

Time
Position

(c) Graph shows the object is at rest, it

has zero velocity

Time

(d) Graph shows the object is moving with

Position

varying speed. It means that the velocity is not

constant. The object is accelerating.

Time

Velocity- time Graph 12

An object’s motion can be represented by a velocity-time graph (See Figure
2.3). In this graph, the x- axis represents the time and the y- axis represents the
velocity of the object relative to the starting point. The velocity-time graph tells us how
fast an object moves.
Let’s solve for the slope of the velocity-time graph of
a car in Figure 2.3.

P1 (0 s, 5 m/s) and P2 (5 s, 25m/s)

25𝑚/𝑠 − 5 𝑚/𝑠 20 𝑚/𝑠
𝑚= = = 4𝑚/𝑠2
5𝑠 − 0𝑠 5𝑠

Figure 2.3 Velocity vs. Time Graph of a Car

Notice the unit of the slope of velocity-time graph. The
quantity that represents this slope is the acceleration.
Velocity- Time Graph Summary
Velocity

(a) Graph shows the object is moving at constant

positive acceleration.

Time
Velocity

(b)Graph shows object is moving at

constant negative acceleration.
Velocity

(c) Graph shows the object is at

constant velocity. It is not accelerating.

Time

(d) Graph shows the object is moving with

Velocity

varying speed. It means that the velocity is not

constant. The object is accelerating.

Time

13
What’s More
Activity 2.8: Through the Graph!
Direction: You are given the position-time graph of the motion of a race cart along
a linear track. Answer the questions below regarding its motion.

1. Which part(s) of the graph shows that the object is moving at constant positive
acceleration?
___________________________________________________________________
2. What is the acceleration of the cart between t= 10 s to t= 15 s?
___________________________________________________________________
3. How fast was it moving between 40 and 55 seconds?
____________________________________________________________________
4. At which time interval shows that the object is moving at constant negative
velocity?
____________________________________________________________________

Figure 2.4 Motion of a Race Cart

What I Have Learned 14

Activity 2.9: Interpret Me!
Direction: Use the graph you made for each vehicle’s motion in Activity 2.1 to
answer the following questions:

Part A – Data for a Bicycle’s Motion

1. What does it show regarding the motion of the bicycle?
2. Find the slope of the graph. What does the slope of d-t graph represent?

Part B- Data for the Motion of a Passenger Jeepney

3. Define the slope of the graph
a. at t = 0 h to t = 2 h
b. at t = 2 h to t = 4 h
c. at t = 4 h to t = 5 h
d. at t = 5 h to t = 8 h
4. What do the slopes show? What does a positive slope show? A negative slope?
A zero slope?
5. Describe the motion of the jeepney based on the slopes you calculated in (3).
Part C- Data for the Motion of a Car
6. Describe the motion of the car. Is the speed constant? How do you know?
7. Draw a line tangent to the curve at t= 7 s. Get the slope of the straight line drawn
tangent to the curve. What does this slope represent?

What I Can Do
Activity 2.10: My Motion Story
You are riding a passenger jeepney on the way to your school. You are
given the distance-time graph of its motion below. Make a simple story out of the
graph describing the jeepney’s motion while you are riding. Use a
d (km)
separate sheet of paper for your answer.

40

30

20

10

0
10 20 30 40 50
t (min)
Lesson
One Dimensional Uniformly
Accelerated Motion
3 15

What’s In

In the preceding lesson you were able to construct a position-

time graph and velocity-time graph for the objects motion along a
straight path. You use these graphs to describe an object’s motion. In
this lesson, we will use another way to describe and represent the
motion of objects through the use of the four kinematic equations.
However, these equations can only be used for uniformly accelerated motion.
Uniformly Accelerated Motion (UAM) is a type of motion wherein a moving object
experiences a constant acceleration.

What I Need to Know

After this lesson, you should be able to:
1. Derive the four kinematic equations for One Dimensional Uniformly
Accelerated Motion;
2. Analyze and solve one dimensional uniformly accelerated motion problems;
3. Describe examples of objects moving with constant acceleration;
3. Apply knowledge to real-life situations.

What Is It
If a body maintains a constant change in its velocity in a given time interval
along a straight line, then the body is said to have a uniform acceleration. There are
two types of one dimensional uniformly accelerated motion. These are Horizontal
Motion and Vertical Motion (Free Fall).

In Lesson 1 of this module, we had objects moving with constant velocities. We

then used the simple equation,
𝑑 = 𝑣𝑡
giving distance as the product of the constant speed and time. What happens if the
velocity changes uniformly from an initial velocity 𝒗𝒊 at time 𝒕𝒊 to a final velocity 𝑣𝑓 at
time 𝑡𝑓 ? We first express the changing velocity 𝑣 as the average of the two velocities:
𝑣𝑖 + 𝑣𝑓
𝑣=
2
Then we substitute the average velocity into16 the equation 𝑑 = 𝑣𝑡. We thus get the
kinematic equation for distance in terms of the initial and final velocities and the time
𝑡. This is a very useful equation.
𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡 Kinematic Equation 1
2

We shall obtain a second kinematic equation in convenient form. We start with the
acceleration,
𝑣𝑓 − 𝑣𝑖
𝑎=
𝑡
If we are interested in the final velocity of an accelerating object, we can solve for 𝑣𝑓 .
We first multiply both sides of the above equation by t. We get,
𝑎𝑡 = 𝑣𝑓 − 𝑣𝑖

Then we add +𝑣𝑖 to both sides to get:

Simplifying the equation we have :

𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡 Kinematic Equation (2)

The third kinematic equation will be obtained by using Kinematic Equation (1)
and Kinematic Equation (2). Simply take the expression for the final velocity 𝑣𝑓 given
by the Kinematic Equation (2) and substitute it in Kinematic Equation (1) as follows:

𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2

𝑣𝑖 + (𝑣𝑖 +𝑎𝑡)
𝑑=[ ]𝑡
2

2𝑣𝑖 +𝑎𝑡
𝑑= ( )𝑡
2
1
𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2 Kinematic Equation (3)
2

We notice that Kinematic Equations 1 to 3 all have the time variable. We can get the
fourth kinematic equation which does not involve the time. There are different ways to
get this fourth equation, but one way is to first solve for time 𝒕 in Kinematic Equation (2).

𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡

𝑣𝑓 − 𝑣𝑖 = 𝑎𝑡
𝑣𝑓 −𝑣𝑖
( )17= 𝑡
𝑎

Then substitute this expression for time 𝑡 into the Kinematic Equation (1).

𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2

𝑣𝑖 +𝑣𝑓 𝑣𝑓 −𝑣𝑖
𝑑=( )( )
2 𝑎

𝑣𝑓 2 −𝑣𝑖 2
𝑑=
2𝑎

𝑣𝑓 2 − 𝑣𝑖 2 = 2𝑎𝑑

𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑 Kinematic Equation (4)

Table 3.1 summarizes the Four (4) Kinematic Equations with the corresponding
variables contained in each equation.

Table 3.1 The Four (4) Kinematic Equations for UAM: Horizontal Dimension
Variables Contained
Equation
Equation
Number 𝒅 𝒗 𝒗
𝒊 𝒇 𝒕 𝒂

1 𝒗𝒊 + 𝒗𝒇
𝒅=( )𝒕 √ √ √ √ x
𝟐
2 𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕 x √ √ √ √

3 𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐 √ √ x √ √
𝟐
4 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 √ √ √ x √

Where: 𝑑 = 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑣𝑖 = 𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 𝑣𝑓 = 𝑓𝑖𝑛𝑎𝑙 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦

𝑡 = 𝑡𝑖𝑚𝑒 𝑎 = 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛.
SOLVING PROBLEMS FOR UNIFORMLY ACCELERATED RECTILINEAR MOTION

In solving kinematics problems, just like any other physics problems, it is helpful to
consider the following steps:

1. Draw a diagram of the problem.

2. List the physical quantities that are given by the problem.
3. Determine and write the physical quantities or variables you should find.
4. Choose from the four Kinematic Equations the equation or equations
containing the variables listed in Steps 1 and 2.
5. Solve the equation step by step carefully and neatly applying the rules of
algebra both for numbers and units. Be careful with positive and negative
signs. 18

Sample Problem 1: A car slows down from a speed of 25.0 m/s to rest in 5.00 s.
How far did it travel in that time?
Given:
𝑣𝑖 = 25.0 𝑚/𝑠
𝑚
𝑣𝑓 = 0
𝑠

𝑡 = 5.00 𝑠
Required: 𝑑

Solution:
Use Equation 1:

𝑣𝑖 +𝑣𝑓
𝑑=( )𝑡
2

𝑚
25.0 𝑠 + 0 𝑚/𝑠
𝑑= ( ) 5.00 𝑠
2

𝑑 = 16.5 𝑚
Therefore, the car travelled a distance of 16.5 m.
Sample Problem 2: A bike accelerates uniformly from rest to a speed of 8 m/s over a
distance of 30 m. Determine the acceleration of a bike.

Given:

𝑣𝑖 = 0 𝑚/𝑠
𝑣𝑓 = 8 𝑚/𝑠
𝑑 = 30 𝑚
Required: 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛, 𝑎
𝒗𝒇 𝟐 −𝒗𝒊 𝟐
Solution: We derived a formula from Equation 4. Thus, we have, 𝑎= .
2𝑑
𝒗𝒇𝟐 − 𝒗𝒊 𝟐
𝑎=
2𝑑
(8 𝑚/𝑠)2 − (0 𝑚/𝑠)2
𝑎=
2(30𝑚)

64 𝑚2 /𝑠 2
𝑎=
60 𝑚
𝑎 = 1.07 𝑚/𝑠 2
19
Therefore, the acceleration of the bike is 1.07 m/s2.

What’s More

Activity 2.11: One Dimensional Uniformly Accelerated Motion Problems

Direction: Solve the following problems. Show your complete solutions legibly
and concisely in a separate sheet of paper.

1. A golf ball rolls up a hill toward a miniature golf hole with a speed of 2.0 m/s and
slows at a constant rate of 0.50 m/s2. What is its velocity after 2.0 s?

2. An airplane accelerated uniformly from rest at the rate of 5.0 m/s 2 South for
14 s. What final velocity did it attain?

3. John is driving his sports car down a four-lane highway at 40 m/s. He overtakes
a slow-moving dump truck. If he can accelerate at 5 m/s 2, how long will it take
for him to reach the speed of 60 m/s?

4. CHALLENGE PROBLEM. John hopes to finish a 10,000-m run in less than 30.0
min. After 27.0 min, there are still 1100 m to go. How many seconds must he
consume at an acceleration of 0.20 m/s2 in order to achieve the desired time?
Uniformly Accelerated Vertical Motion: Free Fall (Vertical Dimensions)

Aristotle and Galileo both have made important contribution towards our
understanding in the world of Physics. Both of them have conflicting ideas specifically
their views of motion. Aristotle’s view on motion was based on the natural state of the
object and was based on his observation while Galileo’s view in motion was more
quantitative. Do Activity 3.2 to explore Aristotle and Galileo’s views of motion.

What’s New
Activity 2.12. Aristotle or Galileo?
20

Direction: Show your answers in a separate sheet of paper.

Part A.

1. Hold a stone and a piece of paper at the same height.

2. Drop the stone and paper simultaneously.
Which will fall faster? ____________________________________
Why? _________________________________________________
Part B

1. Do the same procedure in Part A, but this time use crumpled paper.
2. Drop the stone and crumpled paper simultaneously.
Which will fall faster? ____________________________________
Why? ________________________________________

Observation:

1. Which part describes Aristotle’s view of motion? ___________________

Why? _________________________________________________
2. Which part describes Galileo’s view of motion? ____________________
Why?_________________________________________________

What Is It
Aristotle thought that heavy objects fall faster than light ones, in
proportion to their weight. Galileo Galilei argued that a body should fall downward with
an acceleration that is constant and independent of the body's weight and composition.
This means that heavy or light objects will fall at the same time when allowed to
drop from the same height neglecting air resistance.
Free Fall is an example of a uniformly accelerated motion. When an object falls
under the influence of gravity alone then it is in a state of free fall.
To solve free fall problems, we can use the four kinematic equations for uniformly
accelerated motion that we discussed in the preceding lesson. However, we replace
every a with g (known as the acceleration due to gravity).For this, it is important to
remember the following:
➢ Near the surface of the earth, the acceleration due to gravity can be
taken as a constant: g= -9.8 m/s2 (directed downward).
➢ At this stage, we shall also neglect air resistance. Thus, we can take
gravity as the only influence on21an object in “free fall”.
➢ Problems in "Free Fall" include object thrown upward that reaches a
certain height before falling down. For cases like these, we have to be
very careful with positive and negative signs for the vertical motion.

The four kinematic equations for a freely falling objects are shown below:
Equation Equation
Number

1 𝒗𝒊 + 𝒗𝒇
𝒚=( )𝒕
𝟐

2 𝒗𝒇 = 𝒗𝒊 − 𝒈𝒕

3 𝟏
𝒚 = 𝒗𝒊 𝒕 − 𝒈𝒕𝟐
𝟐

4 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 − 𝟐𝒈𝒚

Kinematics UAM: Free Fall

1. An object dropped from an elevated height
a. initial velocity equal to zero (vi = 0)
b. distance travelled can be calculated using d = ½ gt 2
c. displacement can be calculated using d= -½ gt2
2. An object thrown vertically downward
a. initial velocity is not equal to zero (vi ≠ 0)
b. final velocity as it reached the ground is vf = vi – gt
c. The distance travelled is calculated using the equation d = vf t - ⅟2gt2.
3. If an object is thrown vertically upward then fall down
a. Initial velocity is not equal to zero (vi ≠ 0)
b. The velocity of its maximum height is equal to zero.
c. The distance travelled in going up is equal to the distance covered in
going down.
d. The time spent in its upward motion is equal to the time spent in its
downward motion, hence, the total time of flight is equal to t = 2t.

Sample Problem 1. Amusement parks use the concept of acceleration to design rides
that give the riders the sensation of free fall. These types of rides usually consist
of three parts: the ride to the top, momentary suspension, and the fall
downward. Motors provide the force needed to move the cars to the top of the
ride. Suppose the free fall ride shown in Figure ___ starts from the top at rest
and is in free fall for 1.5 s.
a. What would be its velocity at the end of 1.5 s?
b. How far do people on the ride fall during this 1.5 s?
Given: 𝑣𝑖 = 0 𝑚/𝑠 𝑡 = 1.5 𝑠
Required: 22

c. 𝑣𝑓
d. 𝑑
Solution: a) Use Equation 2
𝑣𝑓 = 𝑣𝑖 − 𝑔𝑡
𝑣𝑓 = 0.0 𝑚/𝑠 − (9.8𝑚/𝑠 2 )(1.5 𝑠)
𝑣𝑓 = −15 𝑚/𝑠
Therefore, the final velocity of the free fall ride is
15 m/s downward.

Sample Problem 2: A person throws a ball upward into the air with an initial velocity
of 15.0 m//s. Calculate:

a. How high it goes

b. How long the ball is in the air before it comes back to his hand.

Given:

𝑣𝑖 = 15.0 𝑚/𝑠

Note that as the ball rises, its speed decreases until it reaches the highest point, where
its speed is zero for an instant, then it descends with increasing speed.
Solution:

a) To determine the maximum height, we calculate the position of the ball when
its velocity equals zero.
𝑣𝑓 2 = 𝑣𝑖 2 − 2𝑔𝑦
𝑣𝑓 2 − 𝑣𝑖 2
𝑦=
2𝑎
0 𝑚/𝑠−(15.0𝑚/𝑠)2
𝑦= 2(−9.80𝑚/𝑠 2 )

𝑦 =11.5 𝑚
The ball reaches a height of 11.5 m above the hand.

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

1
𝑏. 𝑦 = 𝑣𝑖 𝑡 − 𝑔𝑡 2
2
1
0 = (15.0 𝑚/𝑠)𝑡 − (9.80 𝑚/𝑠 2 )𝑡 2
2
(15.0 𝑚/𝑠) − 4.90 𝑚/𝑠 2 𝑡 )𝑡 = 0

15.0 𝑚/𝑠
𝑡=0 ; 𝑡= = 3.06 𝑠
4.90 𝑚/𝑠 2
The ball is in the air for 3.06 s.

23

What’s More
Activity 2.13: Solving Free Fall Problems

Direction: Solve the following problems. Show your complete solutions

legibly and concisely in a separate sheet of paper.

1. Suppose that a ball is dropped from a tower 70.0 m high. How far will it
fall after 3.00 s?
2. A construction worker accidentally drops a brick from a high scaffold.
What is the brick’s velocity after 4.0 s?
3. John throws a ball upward into the air with an initial velocity of 15.0 m/s.
Calculate:
a. how high it goes, and
b. how long is the ball in the air before it comes back to his hand.
4. The free fall acceleration on Mars is about one-third that on Earth. What
if you throw a ball upward with the same velocity on Mars as on Earth,
a. How would you compare the ball’s maximum height to that on Earth?
b. How would its flight time compare?
5. CHALLENGE PROBLEM: A stone is thrown vertically upward with a
speed of 12.0 m/s from the edge of a cliff 75.0 m high.
a. At what time will it reach the bottom of the cliff?
b. What is its speed just before hitting?
c. What total distance did it travel?

What I Have Learned

Activity 2. 14 : Create Your Own Problem

1. Make your own one word problem about uniformly accelerated

motion: horizontal motion and another one for free fall. Then make an
illustration of its motion and show your solution to your own problem. Be
sure that the problems are not taken from the internet and that they are realistic.

24
What I Can Do
Activity 2.15 Inform Me: The Physics of Tailgating

Road accidents still pose a serious problem. A lot of road accidents have been
happening in different areas of our country nowadays due to a number of reasons.
One of which is tailgating. Research about tailgating and the Physics behind it.
Make an infographics about it. Your infographics must contain information
about the following:

a. What is tailgating?
b. What are the Effects of tailgating
c. How to prevent tailgating?

Rubric for Infographics

25
Summary:

➢ Acceleration is the rate of change in velocity. It is the change in velocity per unit
time, while velocity is the rate of motion of a body .
➢ An object accelerates when it speeds up, slows down, or it changes direction.
➢ Some example of accelerated motion are
- the motion of an object on an inclined plane or a hill
- a freely falling body
- an object moving along a curved path
- an object that moves with varying speed in a horizontal plane in a unit of time.
➢ An object changes its rate of motion due to any of the following:
a. the magnitude of the velocity is changed
b. the direction of the velocity is changed
c. both the magnitude of velocity and direction is changed.
➢ A straight line distance vs. (time)2 graph indicates a uniformly accelerated
motion. The slope of the line graph represents one half of the acceleration of
the object.
➢ Distance-time graph gives a visual representation of the object’s motion. From
the graph, we can obtain how far the object has traveled at a given time and
the speed of the object.
➢ The slope of a position-time graph represents the speed/velocity.
➢ The slope of a velocity-time graph represents the acceleration.
➢ Objects fall because of the downward pull of gravity. The downward motion
proceeds with constant acceleration.
➢ An object experiences free fall if no forces are acting except air resistance and
gravity.
➢ In the absence of air resistance, a falling body has constant acceleration g
equal to 9.8 m/s2.

26
Assessment:
MULTIPLE CHOICE:
Directions: Read and understand each item and choose the letter of the correct answer. Write
your answers on a separate sheet of paper.

1. John walks 6 km east during first day, and 3 km east the next day. What is the total
displacement of John in two days?
A. 6 km, west B. 3 km, east C. 10 km, east D. 9 km, east
Use the diagram below to answer questions No.2 and [Link] the illustration, Elsa, who
started from the origin, walks 8 km east during first day, and 5 km west the next day.

2. What is the total displacement of Elsa from the initial point in two days?
A. 6 km, east B. 3 km, east C. 10 km, west D. 5 km
3. What is the travelled distance of Elsa from the initial point in two days?
A. 13 km B. 3 km C. 10 km D. 5 km
4. A toy car moves 8 m in 4 s at the constant velocity. What is the car’s velocity?
A. 1 m/s B. 2 m/s C. 3 m/s D. 4 m/s
5. Which of the following statements is TRUE?

I. The distance travelled by an object can be equal to its displacement.

II. The displacement of a moving object can be greater than its distance travelled.

A. I B. II C. both I and III D. neither of the two

6. Given the table below, which of the following statement about the learner’s speeds
is TRUE?

Learner Distance Travelled Time (s)

(m)
John 40 8
Paul 20 5
Jim 60 12

A. Jim > John >Paul C. Paul < Jim = John

B. John = Jim < Paul D. Paul < John > Jim.

7. What does the slope of a distance vs. time graph represent?

A. Acceleration B. Displacement C. Distance D. Speed

27
8. What does the slope of a speed vs. time graph represent?
A. Acceleration B. Displacement C. Distance D. Speed

9. Consider the figure on the right, which of the following

statements is TRUE?
A. The object speeds up
B. The object slows down
C. The object moves with a constant velocity
D. The object stays at rest

The graph on the right represents the position as a function

of time of a moving object. Use this graph to answer
questions 10 and 11.
10. What is the initial position of the object?

A. 2 m B. 4 m C. 6 m D. 8 m

11. What is the velocity of the object?

A. 2 m/s B. 4 m/s C. 6 m/s D. 8 m/s

12. What is the average velocity of a train moving along a straight track if its displacement is
192 meters East during a time period of 8.0 s?
A. 12 m/s East B. 24 m/s East C. 48 m/s East D. 96 m/s East
13. Which statement about acceleration due to gravity g is FALSE?
A. It is directed towards the center of the earth.
B. It decreases as you go further from the surface of the earth.
C. It depends upon the weight of a falling object.
D. It is constant at a particular place

14. An object is released from rest and falls in the absence of air resistance. Which of the
following is TRUE about its motion?
A. Its acceleration is zero
B. Its acceleration is constant
C. Its velocity is constant
D. Its acceleration is increasing

15. A flower pot falls off a balcony 85 m above the street. How long does it take to hit the
ground?
A. 4.2 s B. 8.3 s C. 8.7 s D. 17 s

28
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [Link]@[Link]
Senior High School

Physics:
Quarter 1: Module 5
Newton’s Law of Motion and Applications

Department of Education ● Republic of the Philippines

1
Physics- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 5: NEWTON’S LAW OF MOTION AND APPLICATION
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

Development Team of the Module

Author: Cristy R. Malonzo & Jenifer Jude G. Ragandang

Reviewers: Jean S. Macasero, Shirley Merida, Duque Caguindangan, Eleanor Rollan,

Rosemarie Dullente, Marife Ramos, January Gay Valenzona, Mary Sieras, Arnold
Langam, Amelito Bucod

Illustrators and Layout Artists: Jessica Bunani Cuňado, Kyla Mae L. Duliano

Management Team
Chairperson: Cherry Mae L. Limbaco, Ph.D., CESO V
Schools Division Superintendent

Co-Chairperson: Alicia E. Anghay, Ph.D., CESE

Assistant Schools Division Superintendent

Members Lorebina C. Carrasco, OIC-CID Chief

Jean S. Macasero, EPS- Science
Joel D. Potane, LRMDS Manager
Lanie O. Signo, Librarian II
Gemma Pajayon, PDO II
Evelyn Q. Sumanda, School Head
Cely B. Labadan, School Head

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [Link]@[Link]

2
Table of Contents

What This Module is About .................................................................................................................. i

What I Need to Know ............................................................................................................................. ii
How to Learn from this Module .......................................................................................................... ii

What I Know ........................................................................................................................................... iii

First Quarter
Lesson 1: Newton’s Law of Motion
Pre-test…………………………………………………………………………………….5
What I Need to Know ........................................................................................................................ 6-7
What’s New: Guess What? ............................................................................................................. 8
What Is It: Learning Concepts
Law of Inertia …………………..………………………………………………………9-10
What’s More……………………………………………………………………………10-11
What Is It: Learning Concepts ……………………………………………………...11-14
Second Law of Motion
What’s More : ……………………………………………………………………….15-16
What’s New ……………………………………………………………………………17
What is It Learning Concepts:
Third Law of Motion …………………………………………………………………..18-19
What’s More: …………………………………………………………………………20-21
Lesson 2: Frictional Force
What I Need to Know :………………………………………………………………22
What’s New: …………………………………………………………………………….22
What is It: ………………………………………………………………………………..23
What’s More: …………………………………………………………………………..24
What I have Learned: …………………………………………………………………25-28
What I Can Do: Performance Task and Enrichment Activity………………………29-30

Summary ................................................................................................................................................. 31
Assessment: (Post-Test)..................................................................................................................... 32
Key to Answers ..................................................................................................................................... 33
Reference .............................................................................................................................................. 34

3
Module 1

Lesson Newton’s Law of Motion

What This Module is About

This module discusses how we transformed our teaching of the three laws of
motion formulated by Sir Isaac Newton and how these changes affected student
outcomes.

What I Need to Know

After going through this module, you are expected to:
• Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the
contact and noncontact forces acting on a body in equilibrium STEM_GP12N-Ie-33
• Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative
conclusions about the velocity and acceleration of one or more bodies, and the
contact and noncontact forces acting on one or more bodies STEM_GP12N-Ie-36.
• Identify action-reaction pairs STEM_GP12N-Id-31
• Solve problems using Newton’s Laws of motion in contexts such as, but not limited
to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor
belts, force needed to move stalled vehicles, determination of safe driving speeds on
banked curved roads STEM_GP12N-Ie-38

How to Learn from this Module

In order to accomplish the learning competencies mentioned above, you are task to
do the following:
• Take your time reading the lessons carefully.
• Be sure to follow the instructions in the different series of activities provided.
•Answer all the given tests and exercises attentively.

4
What I Know
MULTIPLE CHOICE: Choose the correct answer among the options.
1. Which of the following is always true about net force?
a. It causes motion
b. Its SI unit is newton
c. It makes the objects speed up
d. It is inversely proportional to acceleration
2. The acceleration due to gravity of Earth is _____________
a. 9.80 m2/s, downward
b. 9.80 km2/s, downward
c. 9.80 m/s, downward
d. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
a. 55kg c. 550 kg
b. 55 N d. 550 N
4. You are standing on a scale in an elevator. You notice that your weight is decreasing.
What can you conclude? The elevator is__________.
a. Accelerating upward
b. Moving at constant acceleration upward
c. Accelerating downward
d. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws on motion?
a. In the absence of an unbalanced force, an object moves at constant velocity
b. For any force there is always an equal but opposite reaction force.
c. The force and the acceleration of a body are towards the same direction.
d. What goes up must come down.
6. The seatbelt of your car protects you from your _______.

a. Acceleration c. mass b. Inertia d. velocity

7. Which of the following is not consistent with a car which is accelerating?

a. Moving with an increasing speed
b. Moving with a decreasing speed.
c. Moving with a high speed
d. Changing direction
8. Which of the following is not in equilibrium?
a. A crate stationary on an incline
b. A car climbing a hill at constant speed
c. A car turning a corner at constant speed
d. All examples show objects in equilibrium
9. If the force of gravity on balloon is 3,000N, and the lift force provided by the atmosphere
is
2,900N, in which direction is the net force acting?

a. Upward c. towards the east b. Downward d. there is no net force

10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on the horse.
Will the calesa be set into motion?
a. No, because the forces cancel each other.
b. Yes, because there is a net force acting on the calesa.
c. Yes, because there is a time delay between action and reaction.
d. Yes, because the horse’s pull on the calesa is larger than the calesa’s pull on the
e. horse.
5
NEWTONS LAW OF MOTION

What I need to know?

What is Motion?

Figure 1. Newton’s laws of motion describe the motion of the dolphin’s path.
(credit:Jin Jang)
What does it really mean to explain motion? Is it not that motion just takes
place? Motion draws our attention. Motion itself can be beautiful, causing us to
marvel at the forces needed to achieve spectacular motion, such as that of a dolphin
jumping out of the water, or a pole vaulted, or the flight of a bird, or the orbit of a
satellite. A body is said to be in motion ( or moving) when it is position changes
continuously with respect to a stationary object taken as reference [Link] study of
motion is kinematics, but kinematics only describes the way objects move—their
velocity and their acceleration. Dynamics considers the forces that affect the motion
of moving objects and systems. Newton’s laws of motion are the foundation of
dynamics. These laws provide an example of the breadth and simplicity of principles
under which nature functions. They are also universal laws in that they apply to
similar situations on Earth as well as in space. Many things can be explained by the
use of actual observations and some are explained by simple common sense.

The laws were developed by Sir Isaac Newton in the late 1600s. You’ll learn about
Newton’s laws of motion in this chapter and how and why objects move as they do.

Isaac Newton’s (1642–1727) laws of motion were just one part of the monumental
work that has made him legendary. The development of Newton’s laws marks the
transition from the Renaissance into the modern era. This transition was
characterized by a revolutionary change in the way people thought about the
physical universe. For many centuries natural philosophers had debated the nature
of the universe based largely on certain rules of logic with great weight given to the
thoughts of earlier classical philosophers such as Aristotle (384–322 BC). Among the
many great thinkers who contributed to this change were Newton and Galileo.

6
Galileo also contributed to the formation of what is now called Newton’s first law of
motion. Newton made use of the work of his predecessors, which enabled him to
develop laws of motion, discover the law of gravity, invent calculus, and make great
contributions to the theories of light and color. It is amazing that many of these
developments were made with Newton working alone, without the benefit of the
usual interactions that take place among scientists today.

What’s new?

Guess what? ALPHABET ACTIVITY

Directions: UNSCRAMBLE WORDS. The following are words associated in the study of
the Laws of Motion. Analyze the following VOCABULARY WORDS to answer this
challenge and give the meaning of the word created. Answers must be written on a
sheet of paper.
1. rcefo ___ ____ r _____ _____
2. ntoenw n__ _w___ _____ _____
3. ireatin ___ ___ ___ ___ t I ____
4. asms __ a___ ____
5. gyvtrai ___r___ ____ ____ ____ y
6. eaccelrtaoni ___ ___ ____ e___ e ____a ____ ____ ____
7. rteeofcn ___ ___t __o___ ___ ___
8. csimdyan ___y___ ___m__ __ s

7
9. nmioto ___ ___ ___ ___ o ___
10. gwieht ___ ___ i___ g___ t

What is it?

Newton’s first law of motion states that an object’s motion will not change
unless an unbalanced force acts on the object. If the object is at rest, it will stay at
rest. If the object is in motion, it will stay in motion and its velocity will remain the
same. In other words, neither the direction nor the speed of the object will change as
long as the net force acting on it is zero.

Newton’s first law of motion is also called the law of inertia. When it comes to laws of
motion, inertia is one of the greats. The word simply resist changes in motion. Objects
wants to stay in rest or motion unless an outside force causes a change. For example, if
you roll a ball, it will continue rolling unless friction or something else stops it by force

Different Examples are shown below:

Let’s look at another situation. Refer to for this

example. Why do we wear seat belts? Obviously,
they’re there to protect us from injury in case of a
car accident. If a car is traveling at 60 mph, the
driver is also traveling at 60 mph. When the car
suddenly stops, an external force is applied to the
car that causes it to slow down. But there is no
force acting on the driver, so the driver continues
to travel at 60 mph. The seat belt is there to
counteract this and act as that external force to
slow the driver down along with the car,
preventing them from being harmed.

8
Think about what happens when you are riding in a car that stops suddenly. Your
body moves forward on the seat. Why? The brakes stop the car but not your body, so your
body keeps moving forward because of inertia. That’s why it’s important to always wear a
seat belt. The car keeps changing direction, but the riders keep moving in the same direction
as before. They slide to the opposite side of the car as a result.

The amusement park ride pictured in figure above keeps changing direction
as it zooms back and forth. Each time it abruptly switches direction, the riders are
forced to the opposite side of the car. What force causes this to happen?

The inertia of an object depends on its mass. Objects with greater mass also have
greater inertia. Think how hard it would be to push a big box full of books, like the one in
Figure below. Then think how easy it would be to push the box if it was empty. The full
box is harder to move because it has greater mass and therefore greater inertia.

9
What’s More.

Directions: Fill in the appropriate words about the First Law of Motion.
1. Newton’s first law of motion is also known as the LAW of _________
2. Newton’s first law says that
a. An object is not moving ,or is at ___________________, will stay at
_________, and
b. An object that is moving will keep moving with a constant ___________
which means at the same ________________and in the same
___________ unless
c. An _______________________ force acts on that object.
3. What is Inertia?
4. What property of an object determines how much inertia it has?
5. Which of the following has more inertia?
a. Bowling ball or tennis ball
b. Hammer or feather

What is it?

Newton’s second law of motion is closely related to Newton’s first law of

motion. It mathematically states the cause and effect relationship between force and
changes in motion. Newton’s second law of motion is more quantitative and is used
extensively to calculate what happens in situations involving a force. Before we can
write down Newton’s second law as a simple equation giving the exact relationship
of force, mass, and acceleration, we need to sharpen some ideas that have already
been mentioned.

10
Another question immediately arises. What do we mean by an external force?
An intuitive notion of external is correct—an external force acts from outside the
system of interest. For example, in Figure 1 below (a) the system of interest is the
wagon plus the child in it. The two forces exerted by the other children are external
forces. An internal force acts between elements of the system. Again looking at
Figure 1 (a), the force the child in the wagon exerts to hang onto the wagon is an
internal force between elements of the system of interest. Only external forces affect
the motion of a system, according to Newton’s first law.

Figure 1. Different forces exerted on the same mass produce different accelerations.
(a) Two children push a wagon with a child in it. Arrows representing all external forces are
shown. The system of interest is the wagon and its rider. The weight w of the system and
the support of the ground N are also shown for completeness and are assumed to cancel.
The vector f represents the friction acting on the wagon, and it acts to the left, opposing the
motion of the wagon. (b) All of the external forces acting on the system add together to
produce a net force, Fnet.
The free-body diagram shows all of the forces acting on the system of interest. The dot represents the
center of mass of the system. Each force vector extends from this dot. Because there are two forces acting
to the right, we draw the vectors collinearly. (c) A larger net external force produces a larger acceleration
(a’>a) when an adult pushes the child. An unbalanced force acting on an object will cause an object to
accelerate in the direction of the force. The acceleration is directly proportional to the resultant force acting
on the object and inversely proportional to the object’s mass. If a group of forces act on an object of mass
m, the vector sum of these forces (ΣF)* causes the object to have acceleration a, given by.

11
a= F/m, or F = ma

The direction of a is in the direction of the resultant force.

Units for Newton’s Second Law

This proportionality states what we have said in words—acceleration is directly

proportional to the net external force. Once the system of interest is chosen, it is
important to identify the external forces and ignore the internal ones. It is a tremendous
simplification not to have to consider the numerous internal forces acting between
objects within the system, such as muscular forces within the child’s body, let alone the
myriad of forces between atoms in the objects, but by doing so, we can easily solve
some very complex problems with only minimal error due to our simplification

Now, it also seems reasonable that acceleration should be inversely proportional to

the mass of the system. In other words, the larger the mass (the inertia), the smaller
the acceleration produced by a given force.
The proportionality is written as a∝1m

Where m is the mass of the system. Experiments have shown that acceleration is
exactly inversely proportional to mass, just as it is exactly linearly proportional to the
net external force.

12
Figure 2. The same force exerted on systems of different masses produces different
accelerations. (a) A basketball player pushes on a basketball to make a pass. (The
effect of gravity on the ball is ignored.) (b) The same player exerts an identical force on a
stalled SUV and produces a far smaller acceleration (even if friction is negligible).
(c) The free-body diagrams are identical, permitting direct comparison of the two
situations. A series of patterns for the free-body diagram will emerge as you do more
problems.

When using Newton’s Second Law the units of force, mass and acceleration must all
be from the same system of units.

• The unit of acceleration in the SI system is the meter/second2 (m/s2).

• The SI unit for mass is the kilogram (kg). One kg is a basic unit defined as
the mass of a solid platinum-iridium cylinder stored in a special vault in the
small town of Sevres near Paris, France.

• The SI unit of force is called the Newton (N). A medium-sized apple weighs 1
newton; it is a little less than one-fourth of a pound. The Newton is defined not
in terms of a basic standard but by using Newton’s Second Law. A force of 1
newton is an unbalanced forced that will cause a 1-kg mass to experience an
acceleration of 1m/s2.

13
14
Let’s try the following examples:

Example # 1.
A 3.5 kg papaya is pushed across a table. If the acceleration of the papaya is
2.2 m/s2 to the left. What is the net external force exerted on the papaya?

Given: m = 3.5 kg
a = 2.2 m/s2 to the left
Find: F net

Solution:

F net = ma
= (3.5 kg)(2.2 m/s2)
F net = 7.7 kg. m/s2 or 7.7 N, to the left

Example Problem #2
A soccer player starts at rest and accelerates forward, reaching a velocity of 8.00 m/s in
2.50 s. (a) What is her average acceleration? (b) What average force does the ground
exert forward on the runner so that she achieves this acceleration? The player’s mass is
70.0 kg, and air resistance is negligible.

Solution
a. We are given the initial and final velocities (zero and 8.00 m/s forward); thus, the change
in velocity is
v = 8.00 m/s .We are given the elapsed time, so Δt = 2.50 s. The unknown is acceleration,
which can be found from its definition:
a=ΔvΔt

Substituting the known values yields

a=8.00m/s2.50s=3.20m/s2

Substituting the known values of m and a gives

F net=ma
F net= (70.0kg)(3.20m/s2)=224N.(6.3.4)
b. This is a reasonable result: The acceleration is attainable for an athlete in good
condition. The force is about 50 pounds, a reasonable average force.

15
Example # 3
A5.00×105-kgrocket is accelerating straight up. Its engines produce1.250×107
N of thrust, and air resistance is4.50×106 N. What is the rocket’s acceleration?
Explicitly show how you follow the steps in the Problem-Solving Strategy for
Newton’s laws of motion.

Using free body diagram

F net=T−f−mg=ma, So that
a=T−f−mgm=1.250×107N−4.50×106N−
(5.00×105kg)(9.80m/s2)5.00×105kg=6.20m/s2

Find: Force
∑F=+F−w=ma so that F=ma+w =ma+ mg=m(a+g).

What’s More

A. Directions: Answer the following questions that relates to the second law of motion on a
separate sheet of paper
1. What is the SI unit of Force?
2. State the relationship between force, mass, and acceleration.
3. If the mass of the body increases, keeping the acceleration constant, what happens to
the net force?
4. For a constant mass. If acceleration decreases, what happens to net force?
5. If the rate of change of momentum is small, what will be the net resultant force?
6. If Mr John wants to move a 10 kg and 20 kg solid block from the rest, which block
needs more force?
7. Newton’s first law of motion is alternatively called as _________.

B. Directions: Supply the appropriate words that relates Second Law of Motion
1. Newton’s Second Law of Motion is also the LAW of ___________________.
2. Newton’s second law says that when an _____________________ force is applied
to a_______________, it causes it to ______________.
3. The greater the force is that is applied, the ____________ the acceleration.
4. The lesser the force that is applied, the _______________the acceleration.
5. If the same force is applied to an object with a large mass, it will have a
__________________.
6. If the same force is applied to an object with a small mass, it will have a
______________acceleration.

16
7. The equation that is used to solve second law problems is: F=ma
a. What do each of the variables mean?
F = ___________ m= _______________ a=_____________
8. What is the measurement must be used with each variable?
F = ___________ m= _______________ a=_____________

What’s New? Solve the following problems

1. What acceleration will result when a 12 N net force applied to a 3 kg object? A 6 kg

object?
2. How much force is needed to accelerate a 1000 kg car at a rate of 3 m/s2

3. If a 70 kg swimmer pushes of a pool wall with a force of 250 N, what is her

acceleration?

4. Find the mass of a football player who has 1250 N of force and has an acceleration
of 1.5 m/s2
5. How much acceleration is given to a 45kg child with a 0.75N push on a swing?
6. What is the mass of a car that its going 2m/s2 and then hits a tree with a force of 6000N

What is It

Study the pictures below. When they push against each other, it causes them
to move apart. The harder they push together, the farther apart they move. This is an
example of Newton’s third law of motion or simply the Action-Reaction.

Newton’s third law of motion states that every action has an equal and opposite
reaction. This means that forces always act in pairs. First an action occurs, such as the
skateboarders pushing together. Then a reaction occurs that is equal in strength to the
action but in the opposite direction. In the case of the skateboarders, they move apart,
and the distance they move depends on how hard they first pushed together.

17
Another examples that Illustrates Action-Reaction

Consider a swimmer pushing off from the side of a pool, as illustrated .She
pushes against the pool wall with her feet and accelerates in the direction opposite to
that of her push. The wall has exerted an equal and opposite force back on the
swimmer. You might think that two equal and opposite forces would cancel, but they do
not because they act on different systems. In this case, there are two systems that we
could investigate: the swimmer or the wall. If we select the swimmer to be the system of
interest, as in the figure, then Fwall on feet is an external force on this system and
affects its motion. The swimmer moves in the direction of Fwall on feet. In contrast, the
force Ffeet on wall acts on the wall and not on our system of interest. Thus, Ffeet on wall
does not directly affect the motion of the system and does not cancel Fwall on feet .Note
that the swimmer pushes in the direction opposite to that in which she wishes to move.
The reaction to her push is thus in the desired direction.

Figure 1. When the swimmer exerts a force Ffeet on wall on the wall, she accelerates in
the direction opposite to that of her push. This means the net external force on her is
in the direction opposite to Ffeet on wall. This opposition occurs because, in accordance
with Newton’s third law of motion, the wall exerts a force Fwall on feet on her, equal in
magnitude but in the direction opposite to the one she exerts on it. The line around the
swimmer indicates the system of interest. Note that Ffeet on wall does not act on this
system (the swimmer) and, thus, does not cancel Fwall on feet. Thus the free-body

18
diagram shows only Fwall on feet, w, the gravitational force, and BF, the buoyant
force of the water supporting the swimmer’s weight. The vertical forces w and BF
cancel since there is no vertical motion.

B. A physics professor pushes a cart of demonstration equipment to a lecture hall, as

seen in the figure Her mass is 65.0 kg, the cart’s is 12.0 kg, and the equipment’s is
7.0 kg. Calculate the acceleration produced when the professor exerts a backward
force of 150 N on the floor. All forces opposing the motion, such as friction on the
cart’s wheels and air resistance, total 24.0 N.

Figure 2. A professor pushes a cart of demonstration equipment. The lengths of the arrows
are proportional to the magnitudes of the forces (except for f, since it is too small to draw to
scale). Different questions are asked in each example; thus, the system of interest must be
defined differently for each. System 1 is appropriate for Example 2, since it asks for the
acceleration of the entire group of objects. Only Ffloor and f are external forces acting on
System 1 along the line of motion. All other forces either cancel or act on the outside world.
System 2 is chosen for this example so that Fprof will be an external force and enter into
Newton’s second law. Note that the free-body diagrams, which allow us to apply Newton’s
second law, vary with the system chosen.

19
What’s New : PICTURE ME OUT

Directions: Explain the action and reaction forces present in the following items
pictured.

1. PICTURE # The dolphins swimming The rocket flying up through the air
in the water

4. The hammer hitting the nail

[Link] woman pushing the shopping cart

20
A fireman has to hold tightly to a fire hose Walking

What’s More?

Directions: Supply the appropriate words about Newton’s Third Law of Motion
1. Newton’s third law of motion is also known as the LAW of
__________________
2. Newton’s third law says that everytime there is an ______________________
force, there is also a ___________________force that is _____________ in
size and acts in the __________________direction.
3. Newton’s third law states that forces must always occur in _____________.
4. Listed below are ACTION forces. Tell the REACTION force
a. Your bottom pushing on your desk seat
b. A bat hitting a baseball
c. Your finger on your phone screen while texting.
d. It hurts when you slap a person

21
Lesson THE FRICTION FORCE
2
What’s In

In the preceding lessons, you have learned that forces comes in pairs. When forces acts
on the same object such that the resulting force or net force is zero, an object may continue in its
state of rest or in its state of motion. This was clearly implied in Newton’s First Law. When the net
force of an object is not equal to zero, the object accelerates and its acceleration is given by
Newton’s Second Law. When pair of forces act on two different objects, with the same magnitude
but in opposite direction, net force will not cancel each other, that is, net force is not zero, instead
an interaction happens. This is implied in Newton’s Third Law.

In your junior high school science, you learned that forces can be considered as
contact or non contact forces. Contact forces result when two objects are in direct contact
(touching each other) or interacting with one another while non-contact forces act at a
distance. Contact forces may include tension, normal force, frictional force and fluid resistance
and non contact forces include gravitational force, electric force and magnetic force.

To visualized the different forces acting upon an object in a given situation a free-body
diagram is drawn showing the different force vectors.

What I Need to Know

In this lesson, our principal concern is friction, an important force in many aspects of our
daily life. There are two types of friction force, static and kinetic friction. Specifically, at the end of
this lesson, you are expected to differentiate the properties of static and kinetic friction.

What’s New
Activity 5.4.1. Let the Force Be with Thee?

Identify the contact forces exerted in the following situations. You may draw a free body
diagram to show the different forces acting on the object on the following situations.
1. Rolling a ball on a smooth pathway
2. Pushing that box of books on the table but didn’t move
3. Food n the table
4. Your sister standing in front of your door
5. A car slams on its brakes and skids to a stop
6. A face towel hanging on a wall

22
7. A bookmark in a book
8. A car park on the hillside
9. Pushing a loaded box across the floor
10. Your father pulling a heavy table

What Is It

As stated above, whenever two objects interact

by direct contact, contact forces are at play. Normal force
and friction force are contact forces. Normal force is
exerted by any surface on an object touching it. It is
always perpendicular to the surface, hence the name
“normal”. Friction force is the force exerted by a surface
as an object moves across it or makes an effort to move
across it. It is the parallel force to the surface, opposing
the applied force. To best illustrate the situation, see the
free body diagram sample on the right.

Friction force may be kinetic or static. Kinetic friction results when an object
slides across a surface. As an example, consider pushing a box across a floor. The floor
surface offers resistance to the movement of the box. We often say that the floor exerts a
friction force upon the box. This is an example of a kinetic friction force since it results from
the sliding motion of the box. If a car slams on its brakes and skids to a stop (without antilock
brakes), there is a kinetic friction force exerted upon the car tires by the roadway surface.
This friction force is also a sliding friction force because the car is sliding across the road
surface. In many cases the magnitude of the kinetic friction is approximately proportional to
the magnitude of the normal force, that is,

Fkinetic α Fnormal

Fkinetic = µkineticFnormal , where µkinetic is the coefficient of kinetic friction of some materials
See table 5.4.1 below.

The more slippery the surface, the smaller the coefficient of kinetic friction.

Friction forces can also exist when the two surfaces are not relatively moving against
each other. Such friction forces are referred to as static friction. Static friction results when the
surfaces of two objects are at rest relative to one another and a force exists on one of the objects
to set it into motion relative to the other object. If you try to push with 5-N of force on a large box
to move it across the floor, the box might remain in place because the floor exerts an equal and
opposite friction force on the box. A static friction force exists between the surfaces of the floor
and the box to prevent the box from being set into motion. The static friction force balances the
force that you exert on the box such that the stationary box remains at rest. When exerting 5 N of
applied force on the box, the static friction force has a magnitude of 5 N. Suppose that you were
to push with 25 N of force on the large box and the box were to still remain in place. Static friction
now has a magnitude of 25 N. Then suppose that you were to increase the force to 26 N and the
box finally “break loss” from its resting position and was set into motion across the floor. The box-
floor surfaces were able to provide up to 25 N of static friction force to match your applied force.
Yet the two surfaces were not able to provide

23
26 Newton of static friction force. The amount of static friction resulting from the adhesion of
any two surfaces has an upper limit. In a particular situation the magnitude of static friction
can be between zero and a maximum value, given in the equation below
Fstatic ≤ µstaticFnormal , where µstatic is the coefficient of static friction of some materials

The magnitude of static friction is zero when there is no other force parallel to the
surface. The coefficient of friction is unitless because it is the quotient of two force
magnitudes. Table 5.4.1 Coefficient of Friction
Materials Coefficient of Kinetic Coefficient of Static Friction
Friction (µkinetic ) (µstatic )
Steel on steel 0.57 0.74
Aluminum on steel 0.47 0.61
Copper on steel 0.36 0.53
Rubber on concrete (dry) 0.8 1.0
Rubber on concrete (wet) 0.25 0.3
Wood on wood 0.2 0.25-0.5
Glass on glass 0.4 0.94
Ice on ice 0.03 0.1
Very rough surfaces 1.5
Source:

What’s More

Activity 5.4.2. Let’s classify!

Using the given situations in Activity 5.4.1. classify whether the friction force
present is kinetic or static friction. On your journal notebook, write K for kinetic friction and S
for static friction. Give reasons for your answer.

1. Rolling a ball on a smooth pathway

2. Pushing that box of books on the table but didn’t move
3. Food n the table
4. Your sister standing in front of your door
5. A car slams on its brakes and skids to a stop
6. A face towel hanging on a wall
7. A bookmark in a book
8. A car park on the hillside
9. Pushing a loaded box across the floor
10. Your father pulling a heavy table

24
Activity 5.4.3 Let’s Compare!

Using a Venn diagram, compare and

contrast kinetic friction from static friction. Write
your output in your journal notebook.

What I Can Do

Activity 5.4.4 Give me more!

Collect pictures depicting motions in everyday

life. Using foldables, arrange the pictures
according to its classification and caption it.
Make your output as creative as you can.

25
What I Have Learned: Mind Map

NEWTON’S LAW of MOTION

SECOND LAW OF
FIRST LAW OF MOTION THIRD LAW OF MOTION
MOTION

Examples Examples Examples

26
Problem Solving: SOLVE PROBLEMS INVOLVING NEWTONS LAW OF MOTION

1. What Acceleration Can a Person Produce when Pushing a Lawn Mower?

2. Which has more mass: a kilogram of cotton balls or a kilogram of gold?

3. What Rocket Thrust Accelerates This Sled?

4. A 63.0-kg sprinter starts a race with an acceleration of4.20 m/[Link] is the net
external force on him?
5. A cleaner pushes a 4.50-kg laundry cart in such a way that the net external force
on it is 60.0 N. Calculate the magnitude of its acceleration.
6. A soccer player starts from rest and accelerates forward, reaching a velocity of
8.00 m/s in 2.50 s. (a) What was his average acceleration? (b) What average
force did he exert backward on the ground to achieve this acceleration? The
player’s mass is 70.0 kg, and air resistance is negligible.

27
C. Word Search

28
What I can Do:

Newton’s Laws Performance Task with Rubrics: REVERSE THE WORLD

The learners can choose any of the following activities about Newton’s Law of
Motion
Option 1:
- Write a letter to Sir Isaac Newton.
- Explain each of his laws and how they impact your day-to-day life
(examples from your life)
- Explain why you think the laws are important to understand and why
they are still studied
- Should be at least five paragraphs
- Should be typed unless adding illustrations or some creative element
that must be hand-written

- Write a song explaining Newton’s Three Laws that is at LEAST three

minutes long
- Your explanation should include examples and a description of why the
laws are important to understand
- Song must be recorded – either in a video or a voice recording

- Create a poster explaining Newton’s Three Laws

- Should have drawings and captions to visually explain all three laws.
- Must include an explanation of why it’s important to understand these laws
- Illustrations must be creative and original

Unsatisfactory Needs Satisfactory Exemplary

0 points Improvement 2 points 3 points
1 point

Explanation of This section is This section is Newton’s First Newton’s First Law is
Newton’s First absent. incomplete or Law is explained correctly. At
Law does not explained least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.
student’s It is evident that the
explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is Newton’s Newton’s Second Law

Newton’s absent. incomplete or Second Law is is explained correctly.
Second Law does not explained At least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.

29
Unsatisfactory Needs Satisfactory Exemplary
0 points Improvement 2 points 3 points
1 point

student’s It is evident that the

explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is Newton’s Third Newton’s Third Law is
Newton’s Third absent. incomplete or Law is explained correctly. At
Law does not explained least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.
student’s It is evident that the
explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is The point is The point is correctly
why Newton’s absent. incomplete or correctly addressed. The
Laws are does not addressed. argument is clear,
Important correctly The argument concise, and coherent
address the is clear and and uses evidence the
prompt. coherent. student has gathered
as support. It is
evident that the
student has mastered
the topic.

Overall Quality No response is The response is The response The response is

submitted or the incomplete; it is complete, complete, coherent,
submitted does not coherent, and and thoughtful. It is
response is demonstrate thoughtful. evident that the
incoherent or thought or student has achieved
illegible. mastery of the mastery of the topic.
topic

Total

30
SUMMARY

Car racing has grown in popularity in recent years. As each car moves in a curved path around
the turn, its wheels also spin rapidly. The wheels complete many revolutions while the car makes
only part of one (a circular arc). How can we describe the velocities, accelerations, and forces
involved? What force keeps a race car from spinning out, hitting the wall bordering the track?
What provides this force? Why is the track banked? We answer all of these questions in this
chapter as we expand our consideration of Newton’s laws of motion.

Newton’s three laws of motion are considered part of the fundamental laws of science.

The laws have found many applications in daily life, particularly in modern
technology. The first law is the basis of designing safety devices such as headrests
and seatbelts. Cars are equipped with headrests to prevent whiplash injuries during
rear –end collisions. Seatbelts are designed to hold a person steady in a seat of car,
airplane or other vehicles when the vehicle suddenly stops .Automatic inflating bags
also help reduce danger to passengers by preventing them from being slammed right
into the windshield.
The structural design of race cars is based on Newton’s second law. Race cars are
designed such that their mass is reduced by which Newton’s second law is directly
proportional to the net force but inversely proportional to the acceleration of the car.
The operation of rocket engines is based on the third law of motion. The action force
is provided by the burned fuel ejected from the combustion chamber. The downward
force or thrust produces an equal but opposite upward force the reaction). If the force
is strong enough to overcome the force of gravity, the rocket is accelerated upward.

ENRICHMENT ACTIVITY: Video files about Newton’s Law of

Motion

Laws on Motion
[Link]
Seatbelts
http: // [Link]
Seatbelts, Airbags, and Crumple Zones
[Link]

31
Assessment (Post-test)

MULTIPLE CHOICE: Choose the correct answer among the options. And write the CAPITAL
Letter of the correct answer.
1. .Which of the following is always true about net force?
a. It causes motion
b. Its SI unit is newton
c. It makes the objects speed up
d. It is inversely proportional to acceleration
2. The acceleration due to gravity of Earth is _____________
a. 9.80 m2/s, downward
b. 9.80 km2/s, downward
c. 9.80 m/s, downward
d. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
a. 55kg c. 550 kg
b. 55 N d. 550 N
4. You are standing on a scale in an elevator. You notice that your weight is decreasing. What
can you conclude? The elevator is__________.
a. Accelerating upward
b. Moving at constant acceleration upward
c. Accelerating downward
d. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws on motion?
a. In the absence of an unbalanced force, an object moves at constant velocity
b. For any force there is always an equal but opposite reaction force.
c. The force and the acceleration of a body are towards the same direction.
d. What goes up must come down.
6. The seatbelt of your car protects you from your _______.

a. Acceleration c. mass b. Inertia d. velocity

7. Which of the following is not consistent with a car which is accelerating?

a. Moving with an increasing speed
b. Moving with a decreasing speed.
c. Moving with a high speed
d. Changing direction
8. Which of the following is not in equilibrium?
a. A crate stationary on an incline
b. A car climbing a hill at constant speed
c. A car turning a corner at constant speed
d. All examples show objects in equilibrium
9. If the force of gravity on balloon is 3,000N, and the lift force provided by the atmosphere is
2,900N, in which direction is the net force acting?
a. Upward c. towards the east
b. Downward d. there is no net force
10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on the horse. Will
the calesa be set into motion?
a. No, because the forces cancel each other.
b. Yes, because there is a net force acting on the calesa.
c. Yes, because there is a time delay between action and reaction.
d. Yes, because the horse’s pull on the calesa is larger than the calesa’s pull on
the horse.

32
References:

Physics Laboratory Manual and Workbook

Bloomfield, Louis A. How Things Work: Physics of Everyday Life, 2nd ed. New York:
John Wiley and Sons, Inc. 2008

Griffifth, W. Thomas. The Physics of Everyday Phenomena: A Conceptual Introduction

to Physics, 2nd ed. New York: McGraw Hill Co., 1998.
Hewitt, Paul G. Conceptual Physics, 11th [Link] Francisco: Pearson, 201

Samuel J. Ling (Truman State University), Jeff Sanny (Loyola Marymount University),
and Bill Moebs with many contributing authors. This work is licensed by Open Stax
University Physics under a Creative Commons Attribution License (by 4.0).

Websites

GED Testing Service – GED Science Item Sample (to get an idea of what the test may
be like) [Link] • Assessment
Guide for Educators: A guide to the 2014 assessment content from GED Testing
Service:
[Link]
R%[Link] • Minnesota is getting ready for the 2014 GED test! – website with updated
information on the professional development in Minnesota regarding the 2014 GED.

Beverly Hernandez http//[Link]

[Link]
[Link]
[Link]
[Link]
[Link]
Diagrams

34