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
General Physics 1
Alternative Delivery Mode
Quarter 1 – Module 2: Motion Along a Straight Line
First Edition, 2020

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Published by the Department of Education, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Feme Jade G. Magallanes and Alvin P. Cajiles
Editor: Fe Kenneth Gadiano-Aban
Illustrator: John Edward Cajiles
Management Team: Aurelia B. Marquez
Rodgie S. Demalinao
Rolsayn C. Gadiano

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ii
 Senior High School
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iii
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Alternative Delivery Mode (ADM) Module

on Motion Along A Straight Line!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.
This Biology 1 for Quarter 1 is all about Motion Along
A Straight Line. With this we are trying to allow our learners
to work independently in discovering through simple and
enjoyable activities/ experimentation that are aligned to the
competencies that they should learn.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the General Physics 1 Alternative Delivery Mode (ADM) Module

on Motion Along A Straight Line!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to competencies you are expected to learn in the
Know
module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
This includes questions or blank
What I Have sentence/paragraph to be filled in to process
Learned
what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

v
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

Additional In this portion, another activity will be given

Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Physics. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module will discuss the main topic on Motion Along a Straight Line with
sub-topics, namely:
• Displacement, Velocity, and Acceleration
• Free Fall

After going through this module, you are expected to:

1. convert qualitative description of a physical situation involving uniform
acceleration in one dimension into a mathematical description;
2. interpret displacement and velocity respectively, as areas under velocity vs.
time and acceleration vs. time curves;
3. interpret velocity and acceleration, respectively as slopes of position vs. time
and velocity vs. time curves;
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;
5. solve for unknown quantities in equations involving one-dimensional
uniformly accelerated motion, including free fall motion; and
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 free-fall problem

vii
 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. Which of the following graphs below indicate an accelerated motion?

d d

t t2
A B
d. d.

t t2
C D
. .
a. A and B c. B and C
b. A and C d. B and D

2. Which two quantities are needed to determine the average velocity of an object?
a. displacement and acceleration c. distance and elapsed time
b. displacement and elapsed time d. initial speed and final speed

3. In a uniformly accelerated motion, what does the slope of a line tangent to a point
define in a displacement-time graph?
a. acceleration c. instantaneous velocity
b. average velocity d. initial velocity

For numbers 4-6, the velocity-time graph of a person traveling from A to H is shown
in the graph on the right

4. Which time interval shows person’s motion

with constant velocity?
a. AB c. CD
b. BC d. EF

5. Which time interval shows person’s uniformly

accelerated motion in negative direction?
a. AB c. CD
b. BC d. EF

1
6. Which time interval shows uniformly accelerated motion of a person?
a. AB b. BC c. CD d. EF
7. A cashew fruit drops from a tree and hits the ground in one second. What is its
speed upon striking the ground?
a. 5 m/s b. 8 m/s c. 10 m/s d. 13 m/s

8. A young man went jogging one early morning. He started from home and arrived
at a basketball court, 200 meters away, within the first five minutes. He continued
jogging and passed by the church, another 50 meters away, within the following
two minutes. He followed a straight-line path from his home, to the basketball
court, and then to the church. What was the man’s average velocity between the
basketball court and the church?
a. 20 m/min b. 25 m/min c. 40 m/min d. 50 m/min

9. In 5 seconds, a car moving on a straight line increases its speed from 50 km/h to
65 km/h, while a truck goes from rest to 15 km/h on a straight line. Which
undergoes greater acceleration?
a. car b. truck c. both car and truck d. neither car nor truck

10. A stone at rest is dropped from the top of a tall building as shown in the figure
below. After 3.00 s of free-fall, what is the displacement y of the stone?

a. 85.0 m b. -85.0 m c. 44.1 m d. -44.1 m

11. The following graph depicts the displacement of a particle as a function of time
considering that the displacement path between t2 and t3 is parabolic in shape.
All given intervals have constant velocity EXCEPT

t
t1 t2 t3 t4 t5

a. t1 – t2 b. t2 – t3 c. t3 – t4 d. t4 – t5

2
12. A skater moves according to the velocity-time graph shown in the drawing below.
What is the skater’s average acceleration during the time interval 20 s to 30 s?

a. 0 m/s2 b. 1.9 m/s2 c. 3.3 m/s2 d. 5.1 m/s2

13. Two rockets are flying in the same direction and are side by side at the instant
their retrorockets fire. Rocket A has initial velocity of +5800 m/s, while rocket B
has initial velocity of +8600 m/s. After a time, both rockets are again side by
side, the displacement of each being zero. The acceleration of rocket A is -15
m/s2. What is the acceleration of rocket B?
a. 15m/s2 b. 22 m/s2 c. -22 m/s2 d. –29 m/s2

14. A ball is thrown into the air vertically from the ground and falls back to the
ground 2.0 s later. The acceleration due to gravity is 9.8 m/s2. What is the initial
velocity of the ball?
a. 19.6 m/s b. 9.8 m/s c. 2.0 m/s d. 0 m/s

15. A car moving at 60 km/h comes to a stop in 4 s. What was its average
deceleration?
a. 2.4 m/s2 c. 15 m/s2
b. 4.2 m/s2 d. 41 m/s2

3
 Lesson
Motion Along A Straight
1 Line
Let us get into the branch of physics that mainly deals about the study of
motion called mechanics. Mechanics is divided into two, kinematics and dynamics.
Kinematics deals with the concepts that are needed to describe motion without any
reference to forces, while dynamics deals with the effects that forces have on motion.
The lesson will discuss primarily kinematics in one dimension or motion in one
dimension

Motion occurs around us. We see it in the everyday activity of people: walking
briskly along a straight line at a rate of 2 meters per second, of cars speeding and
slowing down on the highway, and even in trees swaying with the wind.

Describing motion along a straight line requires a precise notion of how much
distance is covered or how fast an object moves for a specific interval of time. Here,
velocity and acceleration are introduced to provide the required precision. Motion
along a straight line with varying acceleration will also be considered.

What’s In

How far has he gone?

Everyday, Carlo walks to school about 560 meters from their house. One
Thursday morning, as he was on his way to school about 200 meters away from their
house, he noticed that he left his lunchbox. He turned around to get his lunchbox
and hurriedly went to school to catch up the first period class. What is the total
distance covered by Carlo from their house to school? Express it in kilometers.

4
 What’s New

Word Search
Look for words related to motion in the given table below. Write those words on a
clean sheet of paper.

How well have you gone searching for words? Were you able to find all of them?
If yes, there are exactly twelve (12) words that can be found in the table and these
words are the concepts that we will be discussing as we go through with the lesson.

5
 What is It

In order to possibly describe the motion of an object travelling in a straight

line or kinematics in one dimension, the following key concepts and equations are
useful to fully understand as we go through with the lesson.

Concept Discussion
Displacement The displacement is a vector that points from an object’s initial
position to its final position and has a magnitude that equals
the shortest distance between two positions.
∆𝑥⃗ = 𝑥⃗ - ⃗⃗⃗⃗⃗
𝑥0
Average velocity and The average velocity is the ratio of the change in displacement
speed along a straight and the total amount of time for that change:
line
∆𝑥 𝑥−𝑥0
vav= =
∆𝑡 𝑡−𝑡0

Here the moving particle was initially on position x1 and moved

to position x2, which are both located along a straight line. The
time duration is calculated as the difference between the
corresponding times as indicated above. Note that the resulting
algebraic sign is not necessarily towards the left or right
direction. The direction is towards the right if x2 is to the right
of x1.
x1 x2 x3

t1 t2 t3
Figure 1. Position and time.

The average speed is the magnitude of the average velocity, that

is, the absolute value of the ratio between the displacement and
its time duration.
Instantaneous velocity The instantaneous velocity v, can be calculated from the first
derivative of the displacement x, as a function of time t.
∆𝑥 dx
v = lim =
∆𝑡 →0 ∆𝑡 dt
Geometrically, the velocity is the local slope of the displacement
versus time graph, at a particular instant in time (hence, the
term instantaneous). In Figure 2 below, the instantaneous
velocity is shown as the tangent to the curve. Based on the
slopes, the instantaneous velocities are related as follows:
v1 >v2 >v3.
x
v2
v3
v1
Figure 2. Position versus time graph
t

6
Average acceleration The average acceleration is the ratio between the change in
along a straight line velocity and the corresponding time duration.
𝑣−𝑣 Δ𝑣
aav = 𝑡−𝑡 0 = Δ𝑡
0
Here, the motion considered is along a straight line.
Instantaneous The instantaneous acceleration is calculated from the first
acceleration derivative of the velocity v as a function of time t. Consequently,
the acceleration is the second derivative of the displacement as
a function of time
∆𝑣 𝑑𝑣 𝑑2 𝑥
a = lim = =
∆𝑡 →0 ∆𝑡 𝑑𝑡 𝑑𝑡 2

v
a2
a3
a1
t
Figure 3. Velocity versus time graph
The acceleration is the local slope in the velocity versus time
graph (Figure 3).

Motion with constant The following equations show relations between variables in
acceleration motions with constant acceleration:
𝑣2 − 𝑣2
∆𝑥 = 2𝑎 0 Displacement ∆𝑥,with acceleration a,
initial and final velocities, v0 and v1.

v= at + v0 Velocity v, with acceleration a, duration time

t, and initial velocity v0.

1
x = 2 at2 + v0t + x0 Position x, given acceleration a, time
t, initial velocity v0, and initial displacement x0.

Free Fall Free fall is a special case of one-dimensional motion. Here, the
constant acceleration is due to gravity.
1
y = y0 - gt2 Vertical position y, from an initial
2
height y0, duration time t, and
acceleration due to gravity g.

Displacement and The final position x, as a function of the initial position x0 , and
velocity involving the integral of the velocity v, as a function of time
integration 𝑡
x = x0 + ∫𝑡 𝑣 (𝑡)𝑑𝑡
0
The velocity v, as a function of the initial velocity v0, and the
integral of the acceleration a, as a function of time.
𝑡
v = v0+ ∫𝑡 𝑎(𝑡)𝑑𝑡
0

7
 When solving problems in this lesson, the following strategy can be used:
1. Start by enumerating the given quantities and identify the physical quantities to
be calculated or solved.
2. Identify the useful equations.
3. Combine equations to derive the required physical quantities if necessary.
4. Substitute the given values with the given units. Take note of the significant digits
and final units.

Average Velocity and Average Acceleration along a Straight Line

Example 1. A young man went jogging one early morning. He started from home and
arrived at a basketball court, 200 meters away, within the first five minutes. He
continued jogging and passed by the church, another 50 meters away, within the
following two minutes. He followed a straight line path from his home, to the
basketball court, and then to the church.
A. what was the man’s average velocity from his home, to the basketball court?
B. Was the man jogging at a constant pace?

Solution:
A. The average velocity is calculated by taking the ratio between 200 m and 5 min,
which is 40 m/min.
B. The average velocity between the basketball court and the church is the ratio
between 50 m and 2 min, giving 25 m/min. Thus, the velocity is not constant, varying
from 40 m/min to 25 m/min. The man jogged at an uneven pace.

Example 2. A small car was seen overtaking a truck that was travelling at a constant
speed. This car started at 40 kph and was moving at 65 kph after 5 minutes. The car
and the truck were then running side by side for 10 minutes. Then, the car left the
truck behind as it sped up to 70 kph in 5 minutes.
A. What was the average acceleration of the small car in the first 5 minutes?
B. What was the car’s average acceleration in the last 5 minutes?
C. Was the car always accelerating?

Solutions:
A. The average acceleration in the first 5 minutes is calculated as follows:
65 𝑘𝑝ℎ−40 𝑘𝑝ℎ 25 𝑘𝑝ℎ 𝑘𝑝ℎ
= = 5.0
5.0 𝑚𝑖𝑛 5.0 𝑚𝑖𝑛 𝑚𝑖𝑛

Thus, every minute, the velocity increases by 5 kph on average in the first 5 minutes.
Converting the acceleration units into m/s 2, the result will be:
5.0 𝑘𝑚 1000 𝑚 1.0 ℎ𝑟 50 𝑚
𝑘𝑝ℎ ( )( 1.0 𝑘𝑚 )(3 600 𝑠) 1.0 𝑚𝑖𝑛 ( )
5.0 =( ℎ
)( )= 36 𝑠 = 2.3 X 10-2 m/s2
𝑚𝑖𝑛 𝑚𝑖𝑛 60 𝑠 60 𝑠

B. The final velocity was 70 kph and five minutes before that, the car was moving
at 65 kph. Thus, the average acceleration is:
70 𝑘𝑝ℎ−65 𝑘𝑝ℎ 5.0 𝑘𝑝ℎ 𝑘𝑝ℎ
= = 1.0
5.0 𝑚𝑖𝑛 5.0 𝑚𝑖𝑛 𝑚𝑖𝑛

8
The velocity increased by 1.0 kph every minute on average in the last 5 minutes. The
units of acceleration can be converted as performed above.

C. The car was not accelerating for the 10 minutes that it ran side by side with the
truck which travelled at a constant velocity. At this time, the car was running at 65
kph.

B. Instantaneous Velocity and Instantaneous Acceleration

Example 3. Manang Elena brought her harvest to “tabuan” on her topdown. The
displacement of the topdown varied in time as: x = (0.5 m/s2)t2 + (10 m/s) t
A. What is the velocity of the topdown after 10 s?
B. What is the acceleration of the topdown after 30 s?
C. Did the topdown travel at a constant acceleration?

Solution:
A. The instantaneous velocity at 10 s is calculated by taking the first derivative of
the displacement as a function of time:
𝑑𝑥
v= = 2(0.5 m/s2)t + 10 m/s and for t = 10 s
𝑑𝑡
v = 2(0.5 m/s2)(10 s) + 10 m/s = 20 m/s

B. The instantaneous acceleration is calculated by taking the second derivative of

the displacement as a function of time or by taking the first derivative of the velocity
as a function of time:
𝑑2 𝑥 𝑑𝑣 𝑑 𝑚
a= = = [2 X(0.5 𝑚/𝑠2 )𝑡 + 10 ] = 1.0 𝑚/𝑠2
𝑑𝑡 2 𝑑𝑡 𝑑𝑡 𝑠

Thus, Manang Elena is travelling at a constant acceleration of 1.0 m/s 2.

C. Yes, the topdown travelled at a constant acceleration.

Example 4. The following graph depicts the displacement of a particle as a function

of time:

t1 t2 t3 t4 t5 t
Figure 4. Position versus time graph.

A. Draw the corresponding velocity versus time graph between the given time
intervals (t1-t2, t2-t3, t3-t4, t4-t5).
B. Draw the corresponding acceleration versus time graph from the velocity versus
time graph found in A.

9
C. At which time intervals are the corresponding velocities constant? Is there a time
interval with constant acceleration?

Solution:
A. The velocity is geometrically the slope at each given time interval in the position
versus time graph. The following describes the corresponding velocity trends in
every interval.
Interval t1 – t2: the displacement linearly increases with time, indicating that the
corresponding velocity is constant and has a positive sign.
Interval t2 – t3: the displacement decreases in a quadratic manner, indicating that
the corresponding velocity is linear with time and has a negative sign, based on
the first derivative of a parabola in the given interval (with constants b and c, such
that b >c):
x = b – ct2
𝑑𝑥 𝑑
v= = (b – ct2) = -ct
𝑑𝑡 𝑑𝑡
Interval t3 – t4: the displacement has a constant value; hence, a zero slope,
indicating zero velocity
Interval t4 – t5: the displacement linearly decreases with time, indicating a constant
velocity with a negative sign

Based on the inferred behavior of the velocities in the given intervals above, the
velocity versus time graph can be drawn as follows:
v

0 t2 t4 t5 t
t1 t3

Figure 5. Velocity versus time graph

B. The acceleration is geometrically the slope in each given time interval in the
velocity versus time graph. Hence, the acceleration is zero in all intervals with a
horizontal velocity. The interval t2-t3 shows a velocity proportional to time; hence, a
negative slope. Here the corresponding acceleration is constant and has a negative
sign (see Figure 6 below)
a

0 t2 t3 t4 t5 t
t1

Figure 6. Acceleration at each given time interval

C. The velocity is constant in all time intervals except in the t2-t3intervals (see Figure
5). But the acceleration is constant only in the t2-t3 interval (see Figure 6).

10
C. Motion with Constant Acceleration and Free Fall
Example 5: A ball is thrown into the air vertically from the ground and falls back to
the ground 2.0 s later. The acceleration due to gravity is 9.8 m/s 2.
A. How high did the ball reach?
B. What is the total distance travelled by the ball?
C. What was the initial velocity of the ball?
D. If the ball was thrown from an initial height of 1m and then fell to the ground 2.0
s later, will you have the same answers for A, B, or C?

Solution:
A. For freely falling bodies, the vertical position is governed by the following equation
with the acceleration due to gravity g = 9.8 m/s2:
1
y = 𝑦0 - gt2
2
The ball was thrown at an initial velocity. However, at the highest point of
travel, the velocity equals to zero because the velocity of the ball decreases as it goes
upward because of its acceleration due to gravity in the opposite direction (hence,
the negative sign for g). And from the highest point travel, the ball free falls to the
ground. And from the highest point of travel, the ball free falls to the ground. To solve
the problem, we let the final vertical position y = 0 with the initial vertical position y 0
= h. Since free fall occurs only after an object reaches its highest point, the total time
of travel going down is t = 1.0 s, which is exactly half of the total time of flight. That
is, the ball left the ground and went to its highest position at half the total time of
flight, and fell to the ground (the same initial position) at the remaining half of the
total time of flight. Thus,
1
h = 𝑔𝑡 2
2
1
h = (9.8 𝑚/𝑠2 )(1.0𝑠)2
2
h = 4.9 m
The ball travelled up to 4.9 m high.
B. The total distance travelled by the ball is twice of 4.9 m, which is 9.8 m.
C. To calculate the initial velocity, we use the following equation which relates to the
total displacement with the initial velocity, final velocity, and the acceleration:
𝑣 2 − 𝑣02
∆𝑥 =
2𝑎
where the displacement from the ground to the highest position is∆𝑥 = h, the velocity
at the highest position is v = 0, the acceleration is a= -g = -9.8 m/s2 = with the
unknown initial velocity as v0.
−𝑣 2
h=
−2𝑔

𝑣0 = √2𝑔ℎ

𝑣0 = √2(9.8 𝑚/𝑠2 )(4.9 𝑚)

𝑣0 = 9.8 𝑚/𝑠

11
 What’s More

Directions: Solve the following problems:

Problem 1.1. How fast and quickly are the changes

A jogger accelerates from rest to 3.0 m/s in 2.0 s. A car accelerates from 38.0
m/s to 41.0 m/s also in 2.0 s. (a.) Find the acceleration (magnitude only) of the
jogger. (b) Determine the acceleration (magnitude only) of the car. (c) Does the car
travel farther than the jogger during the 2.0s? If so, how much farther?

Problem 1.2. Up and Far

A football game customarily begins with a coin toss to determine who kicks
off. The referee tosses the coin up with an initial speed of 5.00 m/s. In the absence
of air resistance, (a) how high does the coin go above its point of release and (b) how
long is the coin on the air before returning to its release point?

Problem 1.3. Draw the path

For the first 10.0 km of a marathon, a runner averages a velocity that has a
magnitude of 15.0 kph. For the next 15.0 km, he averages 5.0 kph. Construct to
scale the position-time graph for the runner.

Problem 1.4. Moving particle

The position of a particle moving along the x-axis is given by
x = 11 + (14 m/s) t – (2 m/s2) t2
where t is in seconds and x is in meters. What is the average velocity during the time
interval from t = 1s to t = 4s?

Problem 1.5. Sinuosoidal Motion

A particle moves in a sinusoidal motion along the x-axis, given by the following
expression: x = A sin (ωt). (a) What is the velocity of the particle when time t = 20 s?
(b) What is the acceleration of the particle when t = 20 s?

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 What I Have Learned

A. Directions: Complete the concept map using the words listed inside the box.

constant acceleration free fall

uniformly accelerated displacement Motion

graphs calculus velocity

uniform projectile motion equations of motion

may be classified as

2 3
examples of which are

can be described in terms of

4 5

6 7 8

may be obtained using

9 10 11

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 What I Can Do

Skydiving
A skydiver is falling straight down, along the negative y direction. During the
initial part of the fall, her speed increases from 16 m/s to 28 m/s in 1.5 s, as shown
in Figure 7a. Later, her parachute opens, and her speed decreases from 48 m/s to
26 m/s in 11s, as shown in Figure 7b. In both instances, determine the magnitude
and direction of her average acceleration.

Figure 7a. Skydiver falling along Figure 7b. Skydiver’s parachute

the negative y direction. opens.

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 Assessment

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which two quantities are needed to determine the average velocity of an object?
a. displacement and acceleration
b. displacement and elapsed time
c. distance and elapsed time
d. initial speed and final speed

2. Which set of quantities are needed to obtain the equations of motion along a
straight line for constant acceleration?
a. displacement, velocity, and acceleration
b. displacement, acceleration, and elapsed time
c. distance, velocity, and elapsed time
d. acceleration, initial speed and final speed

3. What does a horizontal line on a velocity-time graph represent?

a. no motion at all
b. constant motion
c. constantly accelerated motion
d. constantly decelerated motion

4. What does the slope of a line tangent to a point on displacement-time graph for a
constantly accelerated motion give us?
a. acceleration c. initial velocity
b. average velocity d. instantaneous velocity

5. A boat sails at 15.0 m/s across a river flowing due south at 5.0 m/s. What is the
magnitude of the resultant velocity of the boat?
a. 10.0 m/s b. 11.5 m/s c. 16.0 m/s d. 20.0 m/s

For items 6-7: A cashew fruit drops from a tree and hits the ground in one second.

6. What is its average speed during the one second?

a. 9.8 m/s2 b. 9.8 m/s c. 4.9 m/s2 d. 4.9 m/s

7. How high above the ground was the cashew fruit when it first dropped?
a. 13.7 m b. 9.8 m c. 4.9 m d. 2.5 m

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8. A girl is riding a bicycle at a constant speed when she dropped a ball. Which set
of graph represents the horizontal motion of the ball?

x v x v

t t t t
(a) (c)

x v x v

t t t t
(b) (d)

For items 9 to 12: A ball was thrown vertically upward and returned to the hand
after 2.0 s.

9. How much time was taken by the ball to reach its maximum height?
a. 0.5 s b. 1.0 s c. 1.5 s d. 2.0 s

10. With what initial velocity was the ball thrown?

a. -19.6 m/s b. - 9.8 m/s c. 9.8 m/s d. 19.6 m/s

11. What was the velocity of the ball just before it returned to the hand?
a. -19.6 m/s b. -9.8 m/s c. 9.8 m/s d. 19.6 m/s

12. What was the maximum height reached by the ball?

a. 4.9 m b. 9.8 m c. 19.6 m d. 29.4 m

For items 13 – 14: A sprinter, at rest at the start of a race, quickly accelerates to
maximum velocity as shown in Figure 8.

Figure 8. Velocity-time graph of the sprinter

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13. What is the instantaneous acceleration of the sprinter at 0.50s?
a. 6.0 m/s2 b. 2.5 m/s2 c. 1.20 m/s2 d. 0.80m/s2

14. What is the instantaneous acceleration of the sprinter at 2.50 s?

a. 6.0 m/s2 b. 2.5 m/s2 c. 1.20 m/s2 d. 0.80 m/s2

15. You drop a rock from a cliff. If air resistance is neglected, which of the following
statements is true?
a. The speed of the rock will increase.
b. The speed of the rock will decrease.
c. The acceleration of the rock will increase.
d. The acceleration of the rock will decrease.

Additional Activities

Responsible and Safe Driving

You are driving your new sports car at a velocity of 90 km/h, when you
suddenly see a dog step into the road 50 m ahead. You hit the brakes hard to get a
maximum deceleration of 7.5 m/s2. How far will you go before stopping? Will you be
able to avoid hitting the dog?

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