SHS General Physics 1

12
GENERAL PHYSICS 1
QUARTER 1
LEARNING ACTIVITY SHEET

Table of Contents
Page
Compentency Code
number
Solve measurement problems involving
conversion of units, expression of
measurements in scietific notation STEM_GP12EU-Ia-1 1 – 20
Differentiate accuracy and precision STEM_GP12EU-Ia-2 21 – 33
Differentiate random erros from systematic
errors STEM_GP12EU-Ia-3 34 – 43
Esteimate errors from multiple measuremetns
of a physical quantity using variance STEM_GP12EU-Ia-5 44 – 54
Differentiate vector and scalar quantities STEM_GP12V-Ia-8 55 – 63
Perform addition of vectors STEM_GP12V-Ia-9 64 – 85
Rewrite a vector in component form STEM_GP12V-Ia-10 86 – 94
Convert a verbal description of a physical
situation involvving unfiorm acceleration in one
dimension into a mathematical description STEM_GP12KIN-Ib-12 95 – 127
Interpret displacement and velocity,
respectively, as areas under velocity vs. Time
and acceleration vs. Time curves STEM_GP12KIN-Ib-14 128 – 150
Interpret velocity and acceleration,
respectively, as slopes of position vs. time and
velocity vs. time curves STEM_GP12KIN-Ib-15 151 – 168
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_GP12KIN-Ib-16 169 – 181
Solve for unknown quantiites in equations
involving one dimensional uniformly
accelerated motion, including free fall motion STEM_GP12KIN-Ib-17 182 – 194
Solve probelm involving one-dimensional
motion with constant acceleration in contexts
such as, but not limited to, the “tail-gating
phenomenon”, pursuit, rocket launch, and free-
fall problems STEM_GP12KIN-Ib-19 195 – 206
Describe motion using the concept of relative
velocities in 1D and 2D STEM_GP12KIN-Ic-20 207 – 225
Deduce the consequences of the
independence of vertical and horizontal
components of projectile motion STEM_GP12KIN-Ic-22 226 – 241
Calculate range, time of flight, and maximum
heights of projectiles STEM_GP12KIN-Ic-23 242 – 258
Infer quantities associated with circular motion
such as tangential velocity, centripetal
acceleration, tangential acceleration, radius of
curvature STEM_GP12KIN-Ic-25 259 – 274
Solve problems involving two dimensional
motion in contexts such as, but not limited to
ledge jumping, movie stunts, basketball, safe
locations during fireworks displays, and Ferris
wheels STEM_GP12KIN-Ic-26 275 – 294
Define inertial frames of reference STEM_GP12N-Id-28 295 – 304
Identify action-reaction pairs STEM_GP12N-Id-31 305 – 312
Draw free-body diagrams STEM_GP12N-Id-32 313 – 322
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Learning Activity Sheet in EARTH SCIENCE
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GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
Units, Physical Quantities, Measurement, Errors and

Uncertainties
Background Information for the Learners (BIL)
Physics is an experimental science and it is largely a science of

measurement. Physicists observe the phenomena of nature and try to find and
invent patterns and principles that relate these phenomena.
Lord Kelvin, a British physicist, emphasized the importance of
measurement when he said “when you can measure what you are speaking
about and expressed it in numbers, you know something about it; but when you
cannot express it in numbers, your knowledge is of a meagre and unsatisfactory
kind; it may be the beginning of knowledge, but you have scarcely, in your
thoughts, advanced to the stage of science.” The Greek philosopher Plato
pointed out that “if arithmetic, measurement, and weighing is taken away from
any art, that which remains will not be much.”
Physics begins with measurement. Measurement is simply a
comparison with a standard. To carry out accurate measurements, it is
necessary to establish a system of standards and a system of units in which to
express the standards.
PART 1: PHYSICAL QUANTITIES

Standards and Units
Any number that is used to describe a physical phenomenon
quantitatively is called a physical quantity. Some physical quantities are so
fundamentals that we can define them only by describing a procedure for
measuring them. Such a definition is called operational definition. In other
cases, we define a physical quantity by describing a way to calculate the
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NOTE: Practice personal hygiene protocols at all times
quantities from other quantities that we can measure. In the first case we might
use a ruler to measure distance, or a stopwatch to measure a time interval. In
the second case we might define average speed of a moving object as a
distance travelled (measured with a ruler) divided by the time travel (measured
with a stopwatch)
Quantities in physics may either be fundamental or derived.
Fundamental quantities include length, mass, time, temperature, electric
charge, luminous intensity, and amount of substance. Derived quantities are
combination of fundamental quantities. For example, speed may be described
as length of space travelled divided by time. Other familiar examples of derived
quantities are acceleration, density, work, and energy.
When we measure a quantity, we always compare it with some reference
standards. When we say that a rope is 20 meters long, we mean that it is 20
times as long as a meter stick, which is defined to be 1 meter long. We call such
a standard a unit of the quantity. The meter is a unit of distance, and a second
is a unit of time. When we use a number to describe a physical quantity, it is
essential to specify the unit we are using; to describe a distance simply as “20”
would have no meaning.
Units have been defined for each fundamental quantity. These units are
called base or fundamental units. The combination of base units is called a
derived unit.
Since 1960 the system of units used by scientists and engineers is the
“metric system”, which is officially known as the “International System” or SI
units (abbreviation for its French term, Système International).
To make sure that scientists from different parts of the world understand
the same thing when referring to a measurement, standards have been defined
for measurements of length, time, and mass.
Length – 1 m is defined as the distance travelled by light in a vacuum in
1/299,792,458 second. Based on the definition that the speed of light is exactly
299,792,458 m/s.
Time – 1 second is defined as 9,192,631,770 cycles of the microwave
radiation due to the transition between the two lowest energy states of the
Cesium atom. This is measured from an atomic clock using this transition.
2
Mass – 1 kg is defined to be the mass of a cylinder of platinum-iridium
alloy at the International Bureau of Weights and Measures (Sèvres, France).
The table below shows the seven base units of the SI system.
Quantity Unit Symbol

Length Meter M
Mass Kilogram Kg
Time Second S
Temperature Kelvin K
Electric Current Ampere A
Luminous Intensity Candela Cd
Amount of Substance Mole Mol
Table 1 Seven base (or fundamental) units of the SI system.
Answers in physics problems are sometimes too small or too large. For
convenience, The General Conference on Weights and Measures
recommended the use of prefixes.
The table below is a list of SI prefixes, symbols and their values.

Prefix Symbol Value Prefix Symbol Value
yotta- Y 1024 yocto- y 10-24
zeta- Z 1021 zepto- z 10-21
exa- E 1018 atto- a 10-18
peta- P 1015 femto- f 10-15
tera- T 1012 pico- p 10-12
giga- G 109 nano- n 10-9
mega- M 106 micro- μ 10-6
kilo- K 103 milli- m 10-3
hecto- H 102 centi- c 10-2
deka- Da 101 deci- d 10-1
Table 2. SI prefixes, symbols and their values.
3
Examples of using prefixes with units:
kilo- means 1000 times of a meter
Therefore 1 kilometer is 1000 times a meter
milli- means a one thousandth of a meter
Therefore 1 millimetre is 0.001 meter
Unit Conversions
In some of the problems you encounter in this activity, you may be
required to convert one system of unit to another. Because a single quantity
can be expressed in many different units, it is deemed practical to use a
consistent set of units to avoid confusion. Thus, SI units are used to express
different quantities. Quantities that are not expressed in SI units are converted
for practical purposes. Conversion of units is done using the factor-label method
with the aid of the conversion table shown in Table 3.
4
Table 3. Factors for Unit Conversions
Quantity Equivalent Values
1 kg = 1000 g = 0.001 metric ton = 2.20462 lbm = 35.27392
Mass oz
1 lbm = 16 oz = 5x10-4 ton = 453.593 g = 0.453593 kg
1m = 100 cm = 1000 mm = 106 microns (µm) = 1010
angstrom (Å)
= 39.37 in. = 3.2808 ft = 1.0936 yd = 0.0006214 mile
Length
1 = 1000 m
km
1 ft = 12 in. = 1/3 yd = 0.3048 m = 30.48 cm
1 m3 = 1000 L = 106 cm3 = 106 mL
= 35.3145 ft3 = 220.83 imperial gallons = 264.17 gal
Volume = 1056.68 qt
3
1 ft = 1728 in.3 = 7.4805 gal = 0.028317 m3 = 28.317 L
= 28,317cm3
1N = 1 kg∙m/s2 = 105 dynes = 105g∙cm/s2 = 0.22481 lbf
Force
1 lbf = 32.174 lbm∙ft/s2 = 4.4482 N = 4.4482x105 dynes
1 = 1.01325x105 N/m2 (Pa) = 101.325 kPa = 1.01325 bar
atm
= 1.01325x106dynes/cm2
Pressure
= 760 mm Hg at 0℃ (torr) = 10.333 m H2O at 4℃
= 14.696 lbf/in.2 (psi) = 33.9 ftH2O at 4℃
= 29.921 in. Hg at 0℃
1J = 1 N∙m = 107 ergs = 107dyne∙cm
Energy = 2.778x10-7kW∙h = 0.23901 cal
= 0.7376 ft∙lbf = 9.486x10-4 Btu
1W = 1 J/s = 0.23901 cal/s = 0.7376 ft∙lbf/s = 9.486x10-4
Power Btu/s
= 1.341x10-3hp
1s = 0.016666666 minute (min)
Time = 2.777777778 x 10-4 hour (h)
5
Study the following examples on converting units of measurement using
the factor-label method.
Example 1: Convert 20 minutes to seconds

Solution:
Step 1: Create the conversion factor(s) using the conversion table.
A conversion factor is a fraction with the given unit and
the unknown unit. If the given unit is located in the numerator of
the given quantity, the similar unit will be located in the
denominator of the conversion factor, and vice versa. Hence,
Given: 15 min numerator
Conversion from Table 3: 1 s = 0.016666666 min
Conversion factor:
1s
0.016666666 𝑚𝑖𝑛 denominator
Step 2: Multiply the given quantity by the conversion factor(s). The

product should contain the target unit.
1s
(15 min) ( )
0.016666666 min
= 900.000036 s
Example 2: Convert 30 kilometers to meters.
Solution:
Step 1. Create the conversion factor(s) using the conversion table.
Given: 30 km
Conversion from Table 3: 1 km = 1000 m
6
Conversion factor:
1000 m
1 km
1000 m
(30 km) ( )
1 km
= 30 000 m
Example 3: A woman drives a car in Tuguegarao at 50 km/h (50 kilometers per

hour) express this speed in meters per second.
Solution:
Step 1. Create the conversion factor(s).
Given: 50 km/h
Conversion from Table 3: 1 km = 1000 m

1 h= 3600 s
Conversion factor:
1000 m
1 km
1h
3600 s

1000 m 1h
(50 km/h) ( )( )
1 km 3600 s
= 3.9 m/s
7
Learning Competency:
Solve measurement problems involving conversion of units, expression of
measurements in scientific notation (STEM_GP12EU-Ia-1)
Activity 1. CONVERSION OF UNITS

Directions: Convert the following into desired units
1. Convert the following values to the indicated units
(a) 0.0056 km = __________ mm
(b) 6.3km = __________ m
(c) 120 °C = __________ °F
(d) 18mg = __________ g
(e) 2000g = __________ kg
(f) 7.58 cm3 = __________ m3
(g) 120 m/s = __________ km/h
2. A can contains 250 mL of juice. How many liters of juice are there in this
can?
______________________________________________________________
3. Filipino men have an average height of 5 ft 1.57 inches. What is the height
in centimeters? In meters?
______________________________________________________________
_____
_________________________________________________________
8
Activity 2. FROM ENGLISH TO METRIC
Introduction
Length is one of the fundamental physical quantities. Using a meter stick
or a foot rule is the simplest way to measure length. Centimetre and inch
are two common units of length. Least count is the smallest value that can
be read from any measuring device.
A meter stick least count is one milimeter or 0.1 centimeter while the
least count of English foot rule is 1/20 of an inch or 0.05 inch.
Note that there may be other models of a foot rule whose least counts
may differ from what was mentioned above.
Objectives
1. Measure length using a meter stick and a foot rule.
2. Determine the number of centimeters in an inch.
Materials
A meterstick
An English ruler
A4 bond paper
Procedure
1. Determine the least counts of your meterstick and foot rule.
2. Measure the length of an A4 bond paper using the meterstick. Make
four other measurements of the same bond paper using different parts
of the meter stick as the starting point for each of the four times.
3. The reading at the mark with which you start the measurement must
be subtracted from the final reading. Record the measurements in the
table below.
4. Repeat steps 2 and 3 using an English ruler this time. Record the
measurements in the table below.
5. Using the data gathered from step 2, compute for the average of the
length by finding the arithmetic mean of the measurements. Do the
same for the data obtained in step 4.
9
6. Using the averages obtained in step 5, compute the number of
centimeters in an inch. Compare your results with the accepted value
by computing the percentage error.
%error=(experimental − theoretical)/theoretical x 100%
Data
Least count of meterstick:_______ Least count of English Ruler:______
Table 1
Length of A4 bond paper
Length
Trial
Meterstick Foot rule
1
2
3
4
5
Average
Experimental value: 1 inch = _______ cm

Accepted value: 1 inch = 2.54 cm
Percentage error = _____________
Computations
Conclusion
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____
10
Activity 3. FILL IN THE BLANKS
Directions: Answer the following questions on the spaces provided.
A. Fill in the blanks with the correct words.

1. Physics is an ___________________ and it is largely a science of
__________________.
2. ___________________ simply a comparison with a standard.
3. Any number that is used to describe a physical phenomenon
quantitatively is called a ______________________.
4. Quantities in physics may either be ________________ or ___________.
B. Fill in the table below.
Base quantity Name of base unit Symbol quantities
Length
Mass
Time
Electric current
Temperature
Luminous intensity Candela Cd
Amount of
Mole Mo
substance
Significant Figures and Scientific Notation

Significant figures (sig. figs) are those digits in a number or
measurement that are not being used and considered as place-values. Zeroes
are not significant if they are used only to indicate the position of the decimal
point. For example, if the length of a computer desk, as measured by a ruler
graduated in millimeters, was found to be 1564.3mm, the measurement has
five significant figures.
Here are the Rules for Significant Figures which will help you to understand
them better.
1. Nonzero digits are always significant
38.57 mL (4) 288 g (3)
11
2. Zeroes are sometimes significant, and sometimes they are not.
a. Zeroes at the beginning of a number (used just to position the
decimal point) are never significant.
0.052 g (2) or 5.2X10-2 g 0.00364 m (3) or 3.64x10-3m
b. Zeroes between nonzero digits are always significant.
2007 g (4) 6.08 km (3)
c. Zeroes at the end of a number that contains a decimal point are
always significant.
38.0 cm (3) or 38.0x101 cm 440.0 m (4) or 4.400x102 m
d. Zeroes at the end of a number that does not contain a decimal point
may or may not be significant.
24,300 km (3, 4, 5)
3. Exact numbers can be considered as having an unlimited number of
significant figures. This applies to defined quantities.
1 yard = 3 ft 1 in. = 2.54 cm (we do not apply sig. figures)
4. In addition and subtraction, the last digit retained in the sum or difference
is determined by the position of the first doubtful digit.
a. Add 37.24 mL and 10.3 mL b. Subtract 21.2342 g from
27.87 g
37.24 mL 27.87 g
+10.3 L - 21.2342 g
47.54 mL is reported as 47.5 mL 6.6358 g is reported
as 6.64 g
5. In multiplication and division, an answer contains no more significant
figures than the least number of significant figures used in the operation.
What is the area of a rectangle 1.23 cm wide and 12.34 cm long?
A = l x w = (12.34 cm)(1.23 cm) = 15.2 cm2
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Activity 4. SIGNIFICANT FIGURES
A. Identify how many significant figures each given quantity has
1. 0.000103 g ______
2. 398,000 mL ______
3. 26.7 m ______
4. 7.3200x103 g ______
5. 43.15 L ______
6. 3 gal ______
7. 2.00000 m ______
8. 634.009 L ______
9. 0.0723 g ______
10. 0.0088x10-5 m ______
11. 77.83 g + 233.672 g = 311.50 g ______
12. 16.2 m – 971.43 m = -955.2 m ______
13. 17.43 g / 3.21 g = 5.43 g ______
14. 4qt ______
15. 88.23 cm x 2.796 cm = 246.7 cm2 ______
What is scientific notation?

Scientific notation (also referred to as standard form or standard index
form) is a way of expressing numbers in decimal form. Scientific notation was
developed in order to easily represent numbers that are either very large or very
small. In this way, very large or very small numbers can be represented in a
much simpler way
(any number between 1 and 10) x 10n
How to convert a Real or Raw number into a Scientific Notation?

1. Move the decimal place until you get a number between one and ten
(standard).
2. Count how many places you moved the decimal point. The number of places
would be the exponent of the ‘10’ in the scientific notation. If the decimal point
is moved to the right, then the power of ten would be negative, and positive
if it moved to the left.
13
9876543210.123456789
Example:
Convert 2 890 000 000 to scientific notation
Solution:
Step 1. Move the decimal place until you get a number between one and
ten.
Step 2. Count how many places you moved the decimal point. The
number of places would be the exponent of the ‘10’ in the scientific
notation. If the decimal point is moved to the right, then the power of ten
would be negative, and positive if it moved to the left.
Nine places to the left, therefore the resulting Scientific notation would be
2.89 x 109
The following examples are measurements of mass in milligram (mg)

that are expressed in scientific notation.
1. 45 000 = 4.5 x 104
2. 0.000 075 = 7.5 x 10-5
3. 0.000 251 = 2.51 x 10-4
4. 100 000 = 1 x 105
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Activity 5. SCIENTIFIC NOTATION
1. Convert the following numbers into scientific notation:

(a) 27 000 000 = ________________________________________
(b) 0.000 007 12 = ________________________________________
(c) 821 = ________________________________________
(d) 0.000 101 = ________________________________________
(e) 81 250 000 000 = ________________________________________
(f) 0.000 000 002 05 = ________________________________________
SUMMARY
 Measurement is simply a comparison with a standard. To carry out

accurate measurements, it is necessary to establish a system of
standards and a system of units in which to express the standards.
 Physical quantity is any number that is used to describe a physical
phenomenon quantitatively.
 Physical quantities may either be fundamental or derived. There are
seven fundamental quantities: length, mass, time, temperature,
luminous intensity, electric current, and amount of substance. Derived
quantities are defined in terms of fundamental quantities.
 For each fundamental quantity, there is fundamental unit. The
fundamental units in the International System of units are the meter,
kilogram, second, kelvin, candela, ampere, and mole.
 Significant figures (sig. figs) are those digits in a number or
measurement that are not being used and considered as place-values.
 Scientific notation (also referred to as standard form or standard index
form) is a way of expressing numbers in decimal form.
15
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________
3. I want to learn more on _________________________________________

______________________________________________________________
______________________________________________________________
16
Reference:
Silverio, Angelina A. Exploring Life Through Science: Physics: Phoenix

Publishing House, Inc., 2007.
Sears, Francis W., Zemansky, Mark M., and Young Hugh D. College Physics,
7th Ed. New Yor: Addison-Wesley Publishing Company, 1992.
Arevalo, Ryan L. General Physics 1: Diwa Learning System Inc., 2007.

Quexbook Appl General Physics 1
https://fode.education.gov.pg
https://www.mathisfun.com
17
Answer Key
Activity 1
1. a. 5 600 mm
b. 6 350 m
c. 248 °F
d. 0.018 g
e. 2 kg
f. 0.00000758 m3
g. 432 km/h
2. 0.25 L
3. 156.39 cm, 1.56 m
Activity 2. Answer may vary
Activity 3.
A. 1. Experimental science, Measurement
2. Measurement
3. Physical quantity
4. fundamental, derived
18
B.
Base quantity Name of base unit Symbol quantities
Length Meter m
Mass Kilogram kg
Time second s
Electric current Ampere A
Temperature Kelvin K
Luminous intensity Candela Cd
Amount of substance Mole mo
Activity 4
1. (3)
2. (3,4,5,6)
3. (3)
4. (5) (2c)
5. (4)
6. (unlimited)
7. (6)
8. (6)
9. (3)
10. (2)
11. (5)
12. (4)
13. (3)
19
14. (unlimited)
15. (4)
Activity 5
1. (a) 2.7 x 107
(b) 7.12 x 10-6
(c) 8.21 x 102
(d) 1.01 x 10-4
(e) 8.125 x 1010
(f) 2.05 x 10-9
Prepared by:
Jomar Baccay Parallag

Gadu National High School
20
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
PRECISION AND ACCURACY
A reliable measurement will give the same results under the same
conditions. You always have to make sure that you have reliable
measurements. One way to do this is by taking the measurement several
times.
While doing an experiment, you may ask: “Are my measurements
accurate or precise?” You may think that the terms accuracy and
precision mean the same thing, but they do not!
Accuracy refers to how closely a measured value agrees with the
correct value. For example, if in lab you obtain a weight measurement of
3.2 kg for a given substance, but the actual or known weight is 10 kg,
then your measurement is not accurate. In this case, your measurement
is not close to the known value. While Precision refers to how closely
individual measurements agree with one another. For example, if you
weigh a given substance five times, and get 3.2 kg each time, then your
measurement is very precise.
21
The following figures show the difference between accuracy and
precision.
Figure 1. High Accuracy Figure 2. High Precision Figure 3. Low accuracy and precision
Note: precision is independent of accuracy. You can be very precise but

inaccurate. You can also be accurate but imprecise.
Differentiate accuracy from precision (STEM_GP12EU-Ia-2)
Activity 1. ACCURACY AND PRECISION
Directions: Choose the correct answer. Write the letter of your answer
on the blank before the number.
_____1. You perform an experiment to measure the temperature at which

the water boils. The true value of temperature where water boils
is 67 °C. You set up five containers of water and heat each one.
At the instant the water boils you measured the temperature and
got the following results:
67°C 67°C 67°C 67°C 67°C
a. High precision but low accuracy
b. High precision and high accuracy
c. Low precision and low accuracy
d. High accuracy but low precision
22
______2. If you look at the darts shown in the figure, you’ll agree that
they all hit in more or less the same location on the dart board,
but they did not hit the intended target. What do the values say about
accuracy and precision??

______3. “If a value is precise, it is absolutely accurate”.
a. false
b. maybe
c. somehow
d. true
______4. During a single round, the darts went flying all over the place.
They look like they’ve been scattered randomly. What do the
values convey?
23
______5. A block of brass that weighs 500 grams is weighed on a digital
scale. Five students used the scale with the corresponding
readings as stated below. How would you describe the
measurements of Students 1, 4 & 5 with that of the actual weight
of the block?
Student 1 479 grams
Student 2 500 grams
Student 3 501 grams
Student 4 512 grams
Student 5 489 grams
a. Accurate only
b. Precise only
c. Neither precise nor accurate
d. Both precise and accurate
Activity 2. ACCURACY AND PRECISION
1. James was assigned by his teacher to measure the distance

from their classroom to the school gymnasium from Monday to
Friday. He used a meter tape and got the following measurements:
10.11 m, 11.01 m, 9.99 m, 10.01 m, and 10.85 m. The actual
distance from his classroom to the gym is 10.20. Are his
measurements accurate or precise?
____________________________________________________
____________________________________________________
24
2. The true value of the diameter of a cylinder is 5.895 cm. In an
experiment, the diameter was measured and the following data was
gathered:
Diameter of Cylinder
7. 723 cm
3.456 cm
4.893 cm
6.321 cm
Are the measurements accurate? Precise? Why or why not?
_______________________________________________________
_______________________________________________________
25
Activity 3. HIT THE DOT!
Directions: Look at each target below and decide whether the situation
is accurate, precise, both, or neither: (Note: it is “accepted” that the bull’s
eye is the place everyone aims for.)
1. 2. 3.
Accurate?: Yes / No Accurate?: Yes / No Accurate?: Yes /

No
Precise?: Yes / No Precise?: Yes / No Precise?:

Yes / No
26
Activity 4. COIN DIAMETER
Two students are asked to measure the diameter of four gold coins.
Student A used a simple plastic ruler while Student B used a precision
measuring tool called a micrometer. A gold coin has an ‘accepted’
diameter of 28.054 mm.
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
2. Compare the average value for each set with the accepted value:
• Which student’s data is more accurate?
• Which student’s data is more precise?
27
Activity 5. T-CHART
Directions: Compare and Contrast Accuracy and Precision using T-chart
Accuracy Precision
SUMMARY
 Accuracy-refers to how closely a measured value agrees with the

correct value
 Precision-refers to how closely individual measurements agree with one
another
28
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
29
References:
Silverio, Angelina A. Exploring Life Through Science: Physics: Phoenix

Publishing House, Inc., 2007.
Sears, Francis W., Zemansky, Mark M., and Young Hugh D. College Physics,
7th Ed. New Yor: Addison-Wesley Publishing Company, 1992.

30
ANSWER KEY
Activity 1
1. b
2. a
3. a
4. c
5. b
Activity 2.
1. The measurement is accurate.
2. The average value is 5.598. The measurement is accurate but
has low precision.
Activity 3.
1. Accurate: No
Precise: Yes
2. Accurate: Yes
Precise: Yes
3. Accurate: No
Precise: No
Activity 4
1.
27.9 + 28.0 + 27.8 +28.1 28.246 + 28.244 + 28.246 + 28.248
4 4
= 27.95 = 28.246 mm
= 28.0 mm
31
2. Compare the average value for each set with the accepted value:
•Which student’s data is more accurate?

Student A, because the average value of 28.0 mm is closer to
the accepted value of 28.05 mm.
•Which student’s data is more precise?

Student B, because each measured value sits closer to the
average value.
32
Activity 5
Accuracy Precision
 How close the data or results are  How close the data or results are
to the goal to each other
 Measure of quantity to reality  Measures how well
 Takes into account the “true measurements can be
value” reproduced
 “Bad results” would be far from  Doesn’t take into account the
the goal “accepted value”
 Can be determined with a single  “bad results” would be scattered
measurement  Needs several measurements to
 Does not speak about the quality be determined
 Speak about the quality
Prepared by:

33
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

Experimental Errors and Uncertainty
No physical quantity can be measured with perfect certainty; there are
always errors in any measurement. This means that if we measure some
quantity and, then, repeat the measurement, we will almost certainly measure
a different value the second time.
Types and Sources of Experimental Errors
When scientists refer to experimental errors, they are not referring to

what are commonly called mistakes, blunders, or miscalculations. Sometimes
also referred to as “illegitimate”, “human”, or “personal” errors, these types of
errors can result from measuring a width when the length should have been
measured. Experimental errors, on the other hand, are inherent in the
measurement process and cannot be eliminated simply by repeating the
experiment no matter how carefully.
There are two types of experimental errors: systematic errors and random
errors.
Random Errors and Systematic Errors
In physics, error does not mean mistake. It means uncertainty in physical

measurements. Thus, error analysis is the study of uncertainty in physical
measurements. If you were to count the number of desks in your classroom,
you would obtain an exact value. But if you were to measure the length of your
room using a tape measure, your measurement would be an approximation.
All experimental uncertainty is due to either random errors or systematic
errors.
34
Systematic errors are errors caused due to the error in the instrument, and
usually can be corrected by simple calculation of improved experiment
technique.
These effects result from:
• an incorrectly adjusted measuring instrument (such as stopwatch that
runs too fast and so give greater time)
• use of an instrument that has a zero error. That is, it does not read
zero for zero measurements (such as an ammeter used to measure
current) the needle may point to 0.1, even when not connected in a
circuit.
Other examples of systematic error are the following:

(1) a meter ruler with worn ends,
(2) a dial instrument with a needle that is not properly zeroed, and
(3) human reaction time that is always either too late or too early.
Example 1:
The cloth tape measure that you use to measure the length of an
object had been stretched out from years of use. (As a result, all of your
length measurements were too small), hence thee is systematic error.
Common sources of systematic errors are faulty calibration of measuring

instruments, poorly maintained instruments, or faulty reading of instruments by
the user. A common form of this last source of systematic error is called
“parallax error” which results from the user reading an instrument at an angle
resulting in a reading which is consistently high or consistently low.
Random (irregular or accidental error) are errors of observation which

measurement is just as likely to be larger or smaller than the true or accepted
value. Random error occurs when the same quantity is measured several times
and is estimated to the nearest division on a measuring instrument and or
measuring instrument not being particularly sensitive.
35
Imagine a student using a stopwatch to measure the time for a pendulum
for ten complete swings. Assuming that the students have a good reaction time,
the measurements may be slightly high on some trials and slightly low in others.
In other words there will be a variation in results about an average value.
Example 2:
You measure the mass of a ring three times using the same
balance and get slightly different values: 17. 46 g, 17.42 g, 17.44 g, the
differences of masses are the random errors.
Common sources of random errors are problems estimating a quantity

that lies between the graduations (the lines) on an instrument and the inability
to read an instrument because the reading fluctuates during the measurement.
Differentiate random errors from systematic errors (STEM_GP12EU-Ia-3)
36
Activity 1. GIVING EXAMPLES!
Directions: List down at least three (3) examples of Random and Systematic
errors.
Random:
1.____________________________________________________________
____________________________________________________________
2.____________________________________________________________
____________________________________________________________
3.____________________________________________________________
____________________________________________________________
Systematic:
1.____________________________________________________________
____________________________________________________________
2.____________________________________________________________
____________________________________________________________
3.____________________________________________________________
____________________________________________________________
Activity 2. COMPARE ME NOT!
Directions: Using a Venn diagram compare and contrast Systematic and

Random Errors
37
Activity 3. GIVE ME THE SOURCE!
Directions: Identify the different sources of Random and Systematic Errors
RANDOM ERROR SYSTEMATIC ERROR
S S
O O
U U
R R
C C
E E
S S
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
Activity 4. RESEARCH TIME!

How to reduce systematic and random errors?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
38
Activity 5. RANDOM ERRORS AND SYSTEMATIC ERRORS
A. Choose the correct answer. Write your answer on the blank before the
number.
______1. Which type of errors occurs in measurements of temperature due to
poor thermal contact between the thermometer and the substance
whose temperature is to be found?
a. systematic errors
b. random errors
c. both systematic and random errors
d. neither systematic nor random errors
______2. Which type of errors occurs in the fluctuations in line voltage,
temperature, or mechanical vibrations of equipment?
b. random errors
______3. Which of the following are examples of systematic errors?
I. Weighing a precipitate on an electronic balance.
II. Consistently reading burette volumes from the top of meniscus.
III. Using an incorrectly labelled standard solution in a titration.
a. I and II only
b. I, II, and III
c. II and III only
d. I and III only
______4. Which kind of error is parallax error or the viewing consistently from
the wrong angle for all readings?
b. random errors
______5. Which of the following statements about systematic errors is false?
a. Repeating an experiment many times and averaging the result
minimizes systematic error and increases accuracy.
b. Systematic errors always bias the result in the same direction.
c. Systematic errors may be associated with technique or equipment.
d. Poorly calibrated instruments may be cause of systematic errors.
39
SUMMARY
 All experimental uncertainty is due to either random errors or systematic

errors.
 Systematic errors are errors caused due to the error in the instrument,
and usually can be corrected by simple calculation of improved
experiment technique.
 Random (irregular or accidental error) are errors of observation which
measurement is just as likely to be larger or smaller than the true or
accepted value.
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
40
References:

John R. Taylor, An Introduction to Error Analysis: The Study of Uncertainties

in Physical Measurements, 2d Edition, University Science Books, 1997
Philip R. Bevington and D. Keith Robinson, Data Reduction and Error

Analysis for the Physical Sciences, 2d Edition, WCB/McGraw-Hill, 1992
41
Answer Key
Activity 1. Answers may vary

Activity 2.
Random Error
Systematic Error
caused due
Both are type of errors of
to the observation
error in the Experimental
instrument Errors
Activity 3.
Common sources of systematic errors are faulty calibration of
measuring instruments, poorly maintained instruments, or faulty
reading of instruments by the user.
Common sources of random errors are problems estimating a

quantity that lies between the graduations (the lines) on an instrument
and the inability to read an instrument because the reading fluctuates
during the measurement.
Activity 4. How to reduce random errors?

Since random errors are random and can shift values both higher and
lower, they can be eliminated through repetition and averaging.
42
How to reduce systematic errors?
Systematic error arises from equipment, so the most direct way to
eliminate it is to use calibrated equipment, and eliminate any zero or
parallax errors.
Activity 5.
1. a
2. b
3. c
4. a
5. a
Prepared by:

43
GENERAL PHYSICS 1
Name: __________________________________Grade Level: _________
Date: ____________________________________Score:______________
ESTIMATING ERRORS USING VARIANCE
Errors in measurement does not refer to mistakes but has come to mean
the uncertainty in a quantity. It is usually appended in a quantity with ± sign.
For example, you were asked to measure the length of the table and you
got a measure of 1.5 m long, do you think your measurement is exactly 1.5 m?
You cannot say that the exact measure is 1.5 m because there will always
be some degree of uncertainty in the process of measurement. So in the
expression (1.500+0.001) m tells not only that the table is 1.5m long but may
probably between 1.499 m and 1.501 m. How do you estimate an error from
multiple measurements of a physical quantity using variance?
Variance (σ2 ) is the average of the squared difference of the
measurements ( x ) from the mean (𝑋̅) . In symbols ,

̅ )2
∑(𝑥−𝑋
𝜎2 = 𝑁
where : σ = variance
N = is the number of measurements
x = given measurements
𝑋̅ = mean
44
The square root of the variance is called the standard deviation (σ)
∑(𝑥−𝑋) ̅ 2
𝜎 = √𝜎 2 = √ 𝑁
A standard deviation close to zero indicates that the data points are close
to the mean. High standard deviation indicates that the measurements are
spread out over a wide range of values.
An example below shows how variance is being defined.
Five students measured the diagonal length of the blackboard. The
following are the data of their measurements, Student A measured it as 2.54
m, Student B as 2.46 m, Student C as 2.65 m, Student D as 2.55 m and
Student E as 2.39 m. Find the variance and standard deviation of the
measurements. Express also the average measurement in a form that includes
uncertainty.
Solution:
First, compute for the mean or average of the measurements
∑𝑥
𝑋̅ = 𝑁
𝟐.𝟓𝟒𝒎+𝟐.𝟒𝟔𝒎+𝟐.𝟔𝟓𝒎+𝟐.𝟓𝟓𝒎+𝟐.𝟑𝟗𝒎
= 𝟓
̅ = 𝟐. 𝟓𝟐 𝒎
𝑿
̅ ) and square of
Then, make a table for the calculation of deviations(𝒙 − 𝑿
̅ )𝟐 for each measurement .
deviations (𝒙 − 𝑿
STUDENT X ̅)
(𝒙 − 𝑿 ̅ )2
(𝒙 − 𝑿
1 2.54 m 0.02 m 0.00040 m2
2 2.46 m - 0.06 m 0.00336 m2
3 2.65 m 0.13 m 0.01690 m2
4 2.55 m 0.03 m 0.00090 m2
5 2.39 m - 0.13 m 0.01690 m2
̅ )𝟐
𝚺 (𝒙 − 𝑿 0.03846 m2
45
̅ )2
To find the variance , get the mean of (𝒙 − 𝑿
̅ )𝟐
∑(𝒙−𝑿
𝝈𝟐 = 𝑵
( 0.00040+0.00336+0.01690+0.00090+0.01690)
=
5
σ2 = 𝟎. 𝟎𝟎𝟕𝟔𝟗𝟐 m2
Next , get the standard deviation by getting the square root of the variance,
𝝈 = √𝛔𝟐 = √𝟎. 𝟎𝟎𝟕𝟔𝟗𝟐𝒎𝟐

= 𝟎. 𝟎𝟖𝟖 𝒎, this means that if another student measures the diagonal
length of the board , his new measurement will be within 0.088 m of the
average measured length of 2.5 m.
You can also estimate the standard error of the mean by dividing the
standard deviation with the square root of the number of measurements done.
𝝈
𝑺𝑬𝑴 =
√𝑵
𝟎.𝟎𝟖𝟖 𝒎
=
√𝟓
= 𝟎. 𝟎𝟑𝟗 𝒎
Then, the average measurement can be written in the following form :
average measurement = 𝒎𝒆𝒂𝒏 ± 𝑺𝑬𝑴 = mean +SEM

average measurement = 𝟐. 𝟓𝟐 ± 𝟎. 𝟎𝟑𝟗
The following activities are provided to help you master how to estimate
errors of a physical quantity using variance and standard deviation.
Estimate errors from multiple measurements of a physical quantity using

variance (STEM_GP12EU-Ia-5)
46
Activity 1: CHOOSE THE BEST
Directions : Select the correct answer . Write the letter only.
1. Which of the following refers to the average of all the numbers in the
data set ?
A. mean B. median C. mode D. variance
2. Which of the following statements about variance is correct?
A. Variance measures how close each number in the set is from the
mean.
B. Variance describes the difference between the measurement and
the actual value.
C. Variance is the average of the squared difference of the
measurement from the mean
D. Variance is the square root of standard deviation
3. The scores obtained by six students are : ( 45 , 32 , 46 , 39 ,36 , 48)
Find the mean .
A. 40 B. 41 C. 42 D. 43
4. Find the variance of the following set of data ( 2.44 m , 2.36 m ,
2.48m , 2.35 m , 2.59 m )
A. 0.00 7701 m2 C. 0.00 77 03m2
B. 0.00 7702 m2 D. 0.00 7704 m2
5. How do you estimate the standard error of the mean ?
𝝈 𝝈
A. 𝑺𝑬𝑴 = C. 𝑺𝑬𝑴 = xy
√𝑵 √𝑵
𝝈 𝝈
B. 𝑺𝑬𝑴 = x2 D. 𝑺𝑬𝑴 = y2
√𝑵 √𝑵
47
Activity 2: WHAT IS THE FORMULA?
Directions: Give the formula of the following quantities. Write your answer on
the table below.
QUANTITY FORMULA
1. VARIANCE
2. STANDARD DEVIATION
3. STANDARD ERROR OF THE
MEAN
4. MEAN
Activity 3: HELP ME FIND THE STANDARD DEVIATION

Directions: Calculate the standard deviation of the given problem
The following are the test scores of Janelle in all of her subjects.
English - 45
Math - 42
Science – 48
Filipino - 50
AP - 47
PE - 50
TLE - 43
VALUES - 44
48
Find the standard deviation of the test scores Record your answer on the table
below:
SUBJECTS X ̅)
(𝒙 − 𝑿 ̅ )2
(𝒙 − 𝑿
1
2
3
4
5
6.
7.
8.
A. Mean : _____________________
B. N : _________________________
C. Variance : ___________________
D. Standard Deviation : ___________
E. What does the result of your standard deviation mean? __________
49
Activity 4: FIND THE VARIANCE
Directions: Read , understand and analyze the problems very carefully.
Then, solve and show your complete solutions:
1. The heights in cm of students in a class are 163 , 167 , 158 , 174 , 148 .
Find the variance.
2. Ten students took their practical exam in Science. Out of 50 items ,they
obtained the following scores 44 ,49 42 , 25 , 29 , 21 , 39 , 40, 47 , 45 .
What is the variance of their scores ?
3. If the standard deviation of a sample is given to be 62.5 then find its

variance.
Activity 5: CHECK YOUR UNDERSTANDING

Directions: Answer the following questions
1. Why is variance important?
2. How do we compute a variance?
3. What is the difference between variance and standard deviation?
50
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
51
References
Arevalo , Ryan L. General Physics 1 DIWA Learning System Inc. ,2007
https://www..science buddies.org-variance and standard deviation

https://www.slideshare.net.variance and standard deviation
www.wikipedia.com
52
ANSWER KEY
ACTIVITY 1 : CHOOSE THE BEST
1. A 2. C 3. B 4. D 5. A
ACTIVITY 2: WHAT IS THE FORMULA ?
̅ )𝟐
∑(𝒙−𝑿
1. 𝝈𝟐 = 𝑵
∑(𝒙−𝑿) ̅ 𝟐
2. 𝝈 = √𝛔𝟐 = √ 𝑵
𝝈
3. 𝑺𝑬𝑴 =
√𝑵
∑𝑥
4. 𝑋̅ = 𝑁
ACTIVITY 3 :HELP ME FIND THE STANDARD DEVIATION ...

A. Mean : 46.13
B. N : 8
C. Variance : 8.11
D. Standard Deviation : 2.85
E. The standard deviation is large which means that the values in the data
set are farther away from the mean
ACTIVITY 4 : FIND THE VARIANCE

1. σ2 = 76.76
2. σ2 = 84.69
3. σ2 = 7.90
ACTIVITY 5 : CHECK YOUR UNDERSTANDING …
1. Variance is important as a means to understand the data being

considered . It measures how far each number in the set is from the
mean and therefore from every other number in the set.
̅ )𝟐
∑(𝒙−𝑿
2. 𝝈𝟐 = 𝑵
3. Variance (σ2 )is a measure of how far each value in the data set is from
the mean while standard deviation (σ) is the square root of the variance.
53
Prepared by:
Fe S. Cagumay
Andarayan National High School
54
GENERAL PHYSICS 1
Name: ______________________________Grade Level: _____________
Date: _______________________________Score:___________________
SCALARS AND VECTORS
There are many physical quantities in the natural world where we come in
contact within our everyday life. These physical quantities can be classified as
scalars and vectors.
Scalars are quantities that are fully described by a magnitude (or numerical
value) alone.
Examples of scalar quantities

1. Mass ( A person buys a tub of margarine with a mass of 500 kg )
2. Time ( The car has reached its destination after 2h.)
3. Distance (Zaldy have walked a distance of 100 km)
4. Age ( Janelle will be turning 8 on Aug 6 , 2020 )
Vectors are quantities that are fully described by both magnitude and
direction.
Examples of vector quantities

1. Velocity (A car is travelling east along a freeway at 1,000 km/h.)
2. Force ( A force of 50 newtons acts on a body in an upward direction.)
3. Acceleration ( An airplane moves with an acceleration of 5m/s2 , 700
North of East.)
4. Displacement ( The hiker is walking 3 miles per hour , South)
55
Vectors are used in mathematics, engineering and physics since
many times we need to know both the size of something and which way
it’s going.
There are also a real life applications of vectors. In sports, for
example basketball, ultimatel , the players will throw the ball at a
direction with an angle which is done by the knowledge of vector.
Another is in gaming and in designing roller coaster.
To better understand the difference between a scalar and a vector
quantity and appreciate its applications in our daily life, do the learning
activities below:
Differentiate vector and scalar quantity (STEM_GP12V-Ia-8)
Activity 1: FIGURE IT OUT!

Directions: Fill in the blanks with the correct answer.
1. A _________ quantity has both magnitude and direction.
2. Scalars have _______ only
3. Length is an example of _____________.
4. ________ refers to the numerical value or size
5. __________ is an example of a vector quantity.
56
Activity 2: SCALAR QUANTITY VS. VECTOR QUANTITY
Directions : Create a T – chart to differentiate a scalar and a vector quantity.
Activity 3: MORE OF S- V DISTINCTION

Directions: Categorize each quantity as scalars or vectors .
QUANTITY CATEGORY
1. 37 0 C
2. 10 km , East
3. 500 N , upward
4. 5 m/s
5. 1 , 200 J
6. 256 bytes
7. 4000 calories
8. 50 mi
9. 365 days
10. 150 kg.m/s , to the right
57
Activity 4: SCALARS OR VECTORS ?
Directions: Classify the following quantities as scalars or vectors . Write S if it
is a scalar quantity and V if it is a vector quantity.
QUANTITY
1. Impulse ___________
2. energy ___________
3. volume ___________
4. speed ____________
5. pressure ____________
6. work ____________
7. power ____________
8. current ____________
9. momentum ____________
10. potential difference ____________
11. area ____________
12. density ____________
13. resistance ____________
14.torque ____________
15.weight ____________
Activity 5: VECTORS IN LIFE

Directions: Explain how vectors are being applied in the following:
1. A roller coaster
EXPLANATION
58
2. Sports ( Baseball )
EXPLANATION
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________
3. I want to learn more on __________________________________________

______________________________________________________________
______________________________________________________________
59
References
Arevalo , Ryan L. General Physics 1 DIWA Learning System Inc. ,2007
https://www..physicsclassroom.com
https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook
https://www.slideshare.net/Iftekharbhuiyan1/real-life-application-of-vector
https://www.google.com/search?q=pictures+of+roller+coasters&oq=pictures+
of+roller+coast&aqs=chrome.0.0j69i57j0l6.12278j0j15&sourceid=chrome
60
Answer Key
ACTIVITY 1 : FIGURE IT OUT !
1. vector
2. magnitude
3. scalar
4. magnitude
5. force, weight , displacement , velocity
ACTIVITY 2 : SCALAR QUANTITY vs. VECTOR QUANTITY
SCALAR QUANTITY VECTOR QUANTITY

 Scalar quantity has only  Vector quantity has both
magnitude, but no direction. magnitude and direction.
 Every scalar quantity is one  Vector quantity can be one,
dimensional. two or three dimensional.
 Any change in scalar quantity  Any change in vector quantity
is the reflection of change in can reflect either change in
magnitude. direction or change in
magnitude or changes in both.
 Few examples of scalar  Few examples of vector
quantity: quantity:
- Length - Displacement
- Mass - Velocity
- Energy - Acceleration
- Density - Weight
- Temperature - Force
ACTIVITY 3 : MORE OF S – V DISTINCTION

1. scalar 6. scalar
2. vector 7. scalar
3. vector 8. scalar
4. scalar 9. scalar
5. scalar 10. vector
61
ACTIVITY 4: VECTORS OR SCALARS ?
1. V 6. S 11. S
2. S 7. S 12. S
3. S 8. S 13. S
4. S 9. V 14. V
5. S 10.S 15. V
ACTIVITY 5 : VECTORS IN LIFE

Possible answers
1. Most of the motion in a roller- coaster ride is a response
to the Earth’s gravitational pull. No engines are mounted
on the cars . after the train reaches the top of the first
slope the highest point on the ride the train rolls downhill
and gains speed under the Earth’s gravitational pull . The
speed is sufficient for it to climb over the next hill. This
process occurs over and over again until all the train’s
energy were lost to friction and the train of cars slows to a
stop. If no energy were lost to friction , the train would be
able to keep running as long as no point on the track was
higher than the first peak. Here, vectors of force ,
acceleration , and velocity are important to make a safety
system, if designer consider them accurately then the
system will be safe.
2. Another application of vector in real life would be an
outfielder in a baseball game moving a certain direction
for a specific distance to reach a high fly ball before I
touches the ground .The outfielder can’t just run directly
for where he sees the ball first or he is going to miss it by
62
a long shot. The player must anticipate what direction
and how far the ball will be from him when it drops and
move to that location to have the best chance of catching
the ball.
Prepared by:
Fe s. Cagumay
63
GENERAL PHYSICS 1
Name: ________________________________Grade Level: ____________

Date: _________________________________Score: _________________

ADDITION OF VECTORS
How do we add vectors? Since vectors have magnitude and direction,
we cannot combine them the way we do with scalars. Addition of scalars
uses just a simple arithmetic, for example 3kg + 5kg = 8kg. Addition of vectors
however is different; the sum depends on the direction of the vectors. Do you
also know how to draw different vectors with given magnitude and direction.?
Let us first learn how to represent vectors.
Pictorially, a vector is represented by drawing an arrow. The length of the
arrow signifies the magnitude of the vector. On the other hand, the arrowhead
points to the direction of the vector and the tail tells the origin of the vector.
Then, we name the vector by a letter with an arrow above it or simply a bold
letter. For example, a force vector, F or F which has a magnitude of 50 new
tons with direction at an angle of 300 from the horizontal.
To represent the given vector through an arrow, an appropriate scale is
needed, and a possible scale here would be 1 cm:10 N. This means, our arrow
representing the force vector would be 5 cm long. It is also important to specify
the direction by drawing the arrow at an angle by simply applying your
Geometry lessons on angles. A protractor is used to draw the vector such that
it will make an angle of 300 from the horizontal. Remember, that any change in
angle changes the vector so it’s good to have a good ruler, protractor eraser
and a sharp pencil.Now, let us draw the given force vector.
64
Given: F = 50 newtons, 300 from the horizontal
Scale: 1cm: 10 newton
+y
F
300
-x x
-y
Did you know that vectors could also be named in different ways? Refer to the
figure above, can you give other names for the given force vector? The
following are the possible names:
F= 50 newtons, 300
F= 50 newtons, - 3300
F = 50 newtons, 300 North East
F= 50 newtons, 600 East of North
Remember that by convention, angles measured counterclockwise from the
positive x- axis are positive; otherwise, the angles are negative.
Now, that you have learned how to draw a vector with magnitude and
direction accurately, are you now ready to add two or more vectors.?
The sum of two or more vectors is represented by a single vector called
resultant. There are different ways to be followed in adding vectors:
1.Vectors acting in the same direction
 The resultant of two vectors acting in the same direction is a
vector whose magnitude is equal to the sum of their magnitudes
and act in the same direction as they do.
Example: 25 km North + 30 km North = 55 km North
65
2.Vectors acting in the opposite direction
 The resultant of two vectors acting in the opposite direction is a
vector whose magnitude is the difference of their magnitudes
and which acts in the direction of the greater vector.
Example :5 km/h, East - 2 km/h West = 3km /h, East
3.Vectors in any direction
GENERAL METHODS OF FINDING RESULTANT

A. Graphical Method
1.parallelogram method
2.polygon method
B. Pythagorean Theorem
C. Analytical Method or Component Method
A. GRAPHICAL METHOD
1. Parallelogram method
The parallelogram method is also known as the tail–to-tail method. The
properties of parallelograms are that the opposite sides and its angles are
congruent. Congruent angles have the same angle in degrees.
Below is an example of how the parallelogram method is used to add vectors.
Example:
Janelle and Myka pushes their cabinet along the floor, Janelle exerts a
force of 30 N horizontally while Myka uses a rope and applies a force of 40 N.
The rope was pulled with an angle of 300from the horizontal. Find the resultant
force exerted by Janelle and Myka.
Given:
F1 = 30 N,horizontally (East)
F2 = 40 N, 300from the horizontal (North of East)
Find:FR
66
Solution:
Step 1: Choose an appropriate scale.
Scale: 1cm = 10 N
Step 2: Draw the Cartesian plane and plot the two force vectors from tail to
tail. Using your chosen scale, F1 = 3 cm long should be drawn along
x –axis (East direction) and F2 = 4 cm long, then a protractor will be
used to plot 300 on the x- axis (North of East.)
F2
300
-x x
F1
-y
67
Step 3: Draw a line parallel to each vector to make a parallelogram.
y
F2
x
-x F1
-y
Step 4: Draw the resultant vector. Use a ruler to measure the arrow
representing the resultant vector. If your measurement is correct, it
should be about 6.7 cm. Using a protractor, the angle that the
resultant vector makes with the positive x-axis should be around 180
y
F1 FR
-x x
F1
-y
Step 5. Using the chosen scale 6.7 cm is 67 N.Therefore, the resultant

force vector is FR= 6.7N, 180 North of East.
68
2.Polygon Method
The polygon method is also known as the head-to-tail addition of vectors.
Study the problem below and see if the steps involved in component method
are being followed.
Example:
This time of pandemic, you choose to have your Zumba exercise in your
barangay gymnasium instead of going to Fitness gym. So, from your house to
the gymnasium you walk with the following displacements 100 mdue East, 50
m due North and another 50 m to the West. Find your resultant displacement
using polygon method.
Given: d1 = 100 m, E
d2= 50 m, N
d3= 50 m, W
Find :dR
Solution:
Step 1: Choose the appropriate scale and frame of reference for the
given vectors.Scale: 1cm = 10 m
Step 2: Draw the first vector starting from the origin of the reference
frame. Draw the second vector starting from the head of the first vector.
Proceed to draw the remaining vectors starting from the head of the most
recent vector drawn. All the vectors must be connected in series, head-to- tail
fashion.
69
Vector Diagram:
d2
Step 3: Draw a new vector connecting the tail of the first vector to the head of
the last vector drawn. The new vector is the resultant vector of the given
vectors. Measure the magnitude and direction of the resultant vector using a
ruler and a protractor.
70
Vector Diagram:
d2
If your measurement is accurate, then your resultant displacement vector is

dR = 7.1 cm, 450 North of East.
B. PYTHAGOREAN THEOREM
The resultant of two vectors that form a right angle may be computed by
applying the Pythagorean theorem.
Figure 1 below shows that vector A + B = R and that it forms a right angle .
In figure 2 , a right triangle with sides a and b and hypotenuse , c . The
length of the sides are related through the Pythagorean theorem, c 2 =a 2 + b2
See how the Pythagorean theorem is applied in the example below:
Figure1. Two vectors forming a Figure 2. A right triangle with sides a and b and
right triangle hypotenuse, c
71
Example:
Tina, a mother of a one-year-old baby trains her daughter to walk every
morning. Baby Summer can make steps for as far as 4 m East, falls and starts
to walk again with a distance of 5 m North. What is Baby Summer’s resultant
displacement?
Given:
d1 = 4m, E
d2= 5 m, N
Find :dR
Solution:
The figure shows that the vectors form a right triangle where dR =
hypotenuse, d1= one side of the triangle, aandd2= the other side of the triangle,
b.
dR
d2
d1
Using the Pythagorean theorem, 𝑐 = √𝑎2 + 𝑏 2
𝑑𝑅 = √ d12 + d22
= √(4𝑚)2 + (5𝑚)2
= √16𝑚2 + 25𝑚2
= √41𝑚2
dR= 6.40𝑚 (magnitude of the resultant)
To get the direction of the vector, use
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒
𝑇𝑎𝑛 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑑2
= 𝑑1
5𝑚
= 4𝑚
= 1.25𝑚
𝜃 = 51.34
𝑑𝑅 = 6.40𝑚 , 51.340 𝑁 𝑜𝑓 𝐸
72
C.ANALYTICAL METHOD
Vector addition by components. The component method is the standard way
to add vectors. The basic concepts of trigonometry are important in this method.
The trigonometric functions are used to determine the magnitude and direction
of the vector The different trigonometric functions are as follows:
Trigonometric functions
Sin ѳ = opposite side
hypotenuse
Cos ѳ= adjacent side
hypotenuse
Tan ѳ = opposite side
adjacent side
Are you now ready for the next method in adding vectors? Let us first see
how vectors are broken down into its x and y components by studying the
problem below : (Note a scale is not needed to show the x and y components
of a vector)
Example:
1. Find the x and y components of a displacement vector with a magnitude of
10 m and a direction of 600 with respect to x – axis as shown
d
dy
-x 60 0x
dx
-y
Given:
d = 10 m ,600 x-axis
Find: dx and dy
73
Solution:
Sin𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑑𝑦
= 𝑑𝑥
𝑑𝑦 = 𝑑 𝑆𝑖𝑛 𝜃
= 10 𝑚 𝑆𝑖𝑛 600
𝑑𝑦 = 8.66 𝑚
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒
Cos𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
𝑑𝑥
= 𝑑𝑦
𝑑𝑥 = 𝑑 𝐶𝑜𝑠 𝜃
= 10 𝑚 𝑆𝑖𝑛 600
𝑑𝑥 = 10 𝑚
2. Myka walks 100 m East. Find the components of Myka’sdisplacement.

Given:
d = 100 m
Find: dx and dy
y
d x
-y
Solution: dx = 100m
dy = 0
Now that you already know how the vectors are broken into its x and y
components, you are now ready to add two or more vectors using the
component method. Below is an example applying the steps.
74
Example:
A camper was lost and so he was looking for his companions He took his
compass to see his exact location.. He walked 10 km , 300 North of East then
walks another 5km, Southeast in order for him see his companions. After a few
hours of walking , .he was able to locate the camping site. Determine the
resultant displacement of the camper by using component method.
Given:d1 = 10 km, 300 N of E.
d2= 5km, SE
Find :dR
Solution:
Step 1. Draw each vector and show its components. Resolve each vector into
its x and y components by using trigonometric functions.
Components of d1 Components of d2
y y
d2x
d1 450 d2y
300 d1y d2
d1x -x
-y -y
𝑑1𝑥 = 𝑑1 𝐶𝑜𝑠 300 𝑑2𝑥 = 𝑑2 𝐶𝑜𝑠 300

= 10𝑘𝑚 ( 0.866 ) = 5𝑘𝑚 ( 0.707)
= 8.66𝑘𝑚 = 3.54𝑘 𝑚
𝑑1𝑦 = 𝑑1 𝑆𝑖𝑛 300 𝑑2𝑦 = 𝑑2 𝑆𝑖𝑛 300

= 10 𝑘𝑚( 0.5 ) = 5𝑘𝑚 ( .707)
= 5𝑘𝑚 = −3.54𝑘𝑚
75
Step 2 .Find the sum of the x components
∑ 𝑑𝑥 = 𝑑1𝑥 + 𝑑2𝑥
= 8.66 𝑘𝑚 + 3.54 𝑘𝑚
= 12.2 𝑘𝑚
Step 3: Find the sum of the y components
∑ 𝑑𝑦 = 𝑑1𝑦 + 𝑑2𝑦
= 5 𝑘𝑚 + (−3.54 𝑘𝑚)
= 1.46 𝑘𝑚
The sum may be summarized in the table below:
Displacement X component Y component
d1 + 8.66 km + 5 km
d2 + 3.54 km - 3.54 km
+ 12. 2 km +1.46 km
Step 4. Calculate the magnitude and direction of the resultant vector by using
Pythagorean theorem and trigonometric functions
𝑑𝑅 = √(∑ 𝑑𝑥 )2 + ∑ 𝑑𝑦 )2
= √(12.2 𝑚)2 + ( 1.46 𝑚)2
= √148.44 𝑚2 + 2.13 𝑚2
= √150.57 𝑚2
𝑑𝑅 = 12.3 𝑘𝑚
𝑇𝑎𝑛 𝜃 =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
∑ 𝑑𝑦
= ∑ 𝑑𝑥
76
1.46𝑘𝑚
=
12.2 𝑘𝑚
= 0.12
𝜃=7
dR= 12.3 km,70 N of E
The following activities are provided to help you master the addition of
vectors using different methods.
Perform addition of vectors (STEM_GP12V-Ia-9)
Activity 1: SHOW ME THE WAY!
You need the following materials:

• ruler
• protractor
• pencil
Coordinate System Direction Guide
Directions:
1.Draw the following displacement vectors in a single Cartesian plane using
the scale 1 cm = 1m ( 5pts each )
A. d1 = 4m, 300 North of East

B.d2= 5m, 300 South of East
C.d3 = 3m, 600 West of South
D. d4= 6m, 400 West of North
y
77
x
-y
2.Find the resultant of the following vectors using analytical method. (2 pts
each)
a. F1 = 150 N, North
F2 = 250 N, North
FR=?
b. F1 = 50 N, East
F2 = 20 N, West
FR=?
c. d1 = 7 km, East
d2 = 3 km, East
dR=?
78
d. d1 = 10 km, North
d2 = 20 km, South
dR=?
e. d1= 14 km, South

d2 = 8km, South
dR=?
Activity 2: ADDITION OF VECTORS USING GRAPHICAL METHOD

Directions: Use the tail- to tip or tail –to tail method to add the given vectors.
Follow the steps involved in each method. (10 points each)
1. Determine the magnitude and direction of the resultant force that acts on
a body which is 200 N East and another force of 150 N, 300 North of West.
2. A jogger runs directly North for 30 km, then turns to the West and goes 20
km. How far is she from the starting point and in what direction?
3. F1 = 20 N, E
F1 = 30 N, 450 N of E
F3 = 10 N, N
FR=?
4. A = 7 cm,300 counterclockwise from the positive axis

B = 11 cm, 1400 counterclockwise from the positive axis
C =?
5. F1 = 8.5 N ,700N of E
F2 = 8.5N ,300S of E
F3 = 8.5 N, 400 N of W
F4 = 7 N, E
FR=?
79
Activity 3: RESULTANT DISPLACEMENT VECTOR
Directions: Solve the following problems. Show your complete solutions.
(10 pts. each).
1. A knight on a chessboard is moved three squares to the right and two square
forward. What is the displacement of the knight if the length of one side of the
square is 4cm? (Assume that the knight is always placed at the center of the
square). Use Pythagorean theorem in finding the resultant vector.
2.During the General Enhanced Community Quarantine, we were mandated to

stay and work from home. We do a lot of walking as we do a lot of household
chores at home. Applying vector addition, identify five displacements inside
your house then calculate your total displacement. Use component method in
finding your resultant displacement. Show your complete solution.
80
Activity 4: FIND MY X AND MY Y
Directions: Find the x and y components of each of the following vectors.
Show your solutions and put your final answer on the space provided.(5pts.
each)
1.
V = 25 cm / s x = _____________
270 y = _____________
F = 100 N , N
2.
x = _____________
y = _____________
3.
d = 12cm x = _____________
500 y = _____________
Activity 5: COMPONENT METHOD

Directions: Calculate the resultant of each vector using component method.
Show your complete solution following the different steps involved in
component method.(10 pts each)
1. A = 14 cm, 600N of E andB = 20 cm, 200 N of E
81
2. F1 = 12 N, -30 and F2= 20 N , 900
3. v1 = 4m/s, 00 v2 = 8m/s, 900 v3 = 12m/s ,1200
Reflection:
1. I learned that ________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
82
References
Jones, Edwin R. 1938 and Childers, Richard L., Contemporary College

Physics 2nd Edition
Arevalo, Ryan L. General Physics 1 DIWA Learning System Inc. ,2007
http://www2.jpl.nasa,gov?files/images/hi-res/borrelly_0917.jpg.(last
accessedon 26 April 2016
https://flexbooks.ck12.org/cbook/ck-12-middle-school-physics
https://flexbooks.ck12.org/cbook/ck-12-physics-flexbook
2.0/section/1.6/primary/lesson/vector-addition-physics
83
Answer Key
ACTIVITY 1: Show me the way!
1.
d1
0
d4 40
300
300
600
d3 d2
2. a.F = 400
N, N
b. F= 30 N, E
c. d= 100 km, E
d. d=10 km, S
e. d = 22 km, S
ACTIVITY 2: Addition of Vectors by Graphical method

1.FR =10.3 cm or 103 N, 47 0 N of E
2.dR= 3. 6 cm or 36 km, 56 0 N of W
3. FR= 5.2 cm or 52 N, 370 N of E
4.C = 10. 8 cm, 103 0 from the +x – axis
5. FR = 8. 5 N, 400 N of E
ACTIVITY 3: Resultant Displacement Vector

1. Answer:d =14. 42 cm, 3.20 N of E
2. Answer (s) vary
84
ACTIVITY 4: Find my X and my Y ...
1. vx= 22cm/s vy= 11 cm/s
2. Fx=0 Fy= 100 N
3. dR=7.72cm dR= 38.3 cm
ACTIVITY 5: COMPONENT METHOD

1. C = 32 cm, 360 N of E
2. FR=29.51 N, 280 N of E
3. vR=18.50 m/s, 84 0 N of W
Prepared by:
Fe S. Cagumay
85
GENERAL PHYSICS 1
Name: ___________________________ Grade Level: _________________
Date: ____________________________ Score: ______________________

Rewrite a Vector in Component form
In the discussion of vector addition, we saw that a number of vectors

acting together can be combined to give a single vector called the resultant
vector. In much the same way a single vector can be broken down into a
number of vectors which when added give that original vector. These vectors
which sum to the original are called components of the original vector. The
process of breaking a vector into its components is called resolving into
components.
In practice it is most useful to resolve a vector into components which
are at right angles to one another, usually horizontal and vertical. Think about
all the problems we've solved so far. If we have vectors parallel to the x- and y-
axes problems are straightforward to solve.
Any vector can be resolved into a horizontal and a vertical component.
If R⃗ is a vector, then the horizontal component of R⃗ is R⃗ x and the vertical
component is R⃗ y.
Components of a Vector
In a two-dimensional coordinate system, any vector can be broken
into x -component and y -component.
V = Vx , Vy
86
For example, in the figure shown below, the vector v⃗ v→ is broken into
two components, Vx and Vy . Let the angle between the vector and its x -
component be θ.
Downloaded from
https://www.varsitytutors.com/hotmath/hotmath_help/topics/components-of-a-
vector
The vector and its components form a right angled triangle as shown below.
Downloaded from
https://www.varsitytutors.com/hotmath/hotmath_help/topics/components-of-a-
vector
87
In the above figure, the components can be quickly read. The vector in
the component form is v⃗ =⟨4,5⟩v→=⟨4,5⟩ .
The trigonometric ratios give the relation between magnitude of the

vector and the components of the vector.
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑉𝑥
cos  = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑉
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑉𝑦
sin  = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑉
Vx = Vcos 
Vy = Vsin 
Using the Pythagorean Theorem in the right triangle with lengths vx and
vy :
𝑉 = √𝑉𝑥 2 + 𝑉𝑦 2
Determining the Resultant and Direction of Multiple Vectors
A = 50 N 300 N of E
B = 25 N 650 S of W
C = 45 N. 200 S of E
1. Draw the vectors in the Cartesian plane.

2. Compute the x and y components of each vector. Note the sign of each
component based on the location in the Cartesian plane.
3. Add all the x-components and y-components.
4. Calculate the resultant and direction using the formula below.
𝑹 = √  𝒙 𝟐 +  𝒚𝟐
88
𝒚
 = 𝒙
Vectors x- component y- component

A 50 N cos 300 = 43.3 N 50 N sin 300 = 25 N
B -25 N cos 650 = 10.6 N 25 N sin 650 = 22.7 N
C 45 N cos 200 = 42.3 N -45 N sin 200 = -15.4 N
x = 75 N y = 32.3 N
F = √75 𝑁 2 + 32.2 𝑁 2
F = 81.62 N
32.3
= 75
 = 23.30 N of E
F = 81.62 N 23.30 N of E
This module was designed and written with you in mind. It is here to help
you master the Vectors. 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.
Rewrite a Vector in Component form (STEM _GP12V-Ia-10)
89
Activity 1: Resultant Vector of Typhoon Yolanda
Directions: Identify the velocity of Typhoon Yolanda as it enters and exit the
Philippine Area of Responsibility. Calculate the resultant velocity.
Vector Velocity (m/s) x-component y-component
425 km E SE
64 km/h W
241 km/h W
34 km/h W
250 km/h W
314 km/h W
378 km/h W
314 km/h W
298 km/h W
x = y =
_____________ _____________
 = ____________
Vx = ____________
Vy = ___________________
V = ___________
90
Activity 2: Complete me!
Directions: Determine the resultant displacement of going to school from your

house using component method.
Vector Displacement (m) x – component y – component

d1
d2
d3
d4
d5
x = y =
______________ ______________
 = __________
d = __________
91
Activity 3: Complete the Table
Directions: During the Enhanced Community Quarantine of COVID 19
Pandemic the mandate for the people in our country is to stay home. Kindly
identify 5 displacements as you move inside your house. Determine your
resultant displacement using component method.
Vector Magnitude dx dy
Displacement 1
Displacement 2
Displacement 3
Displacement 4
Displacement 5
dx dy =
=____________ __________________
Reflection:
1. I learned that ________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on _____________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
92
References
Tabujara Jr., Geronimo D. K-12 Compliant Worktext for Senior High School
General Physics 1. Manila, Philippines: JFS Publishing Services
https://www.physicsclassroom.com/class/vectors/Lesson-1/Vector-
Components
https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:vectors/x
9e81a4f98389efdf:component-form/a/vector-component-form-no-direction-
angle
https://www.softschools.com/math/pre_calculus/component_form_and_magnit
ude/
93
ANSWER KEY:
Activity 1
 = 40.70
Vx = -2118.25 km/h
Vy = - 36.25 km/h
V = 2118.56 km/h 40.70 SW
Activity 2
Answers may vary
Activity 3
Answers may vary
Prepared by:
Michael Angelo Tauyan

Claveria School of Arts and Trades
94
GENERAL PHYSICS I
Name: _____________________ Grade Level: _________

Date: ______________________ Score:_______________

SPEED, VELOCITY AND ACCELERATION
MOTION
The world and everything in it moves. A bus travelling from Cagayan to
Isabela is slowing down because a passenger has reached his destination; the
speeding down of rain from the atmosphere; the trajectory of a volleyball ball
after it has been thrown vertically upward; and even seemingly stationary
objects like a Physics book on top of a study table or even a roadway. All these
examples and many more moves with Earth’s rotation and revolution around
the sun. Kinematics is the study of the classification and comparisons of
motion.
This module dealing with the discussion of motion is restricted in three
ways.
 Motion involved is along a straight line only. The line may be
vertical, horizontal, or slanted.
 The slowing down, speeding up, stopping or reversing of direction
of an object including the time involve in changing direction are
the only concern of this material.
 The moving object must be a particle or an object that moves like
a particle.
POSITION, DISPLACEMENT AND DISTANCE

Suppose you were asked to give a direction regarding the location of the
DepEd Office - Schools Division of Cagayan. Surely you will be answering that
95
it is approximately 500 meters away from GSIS office but you will never say it
is 500 meters only.
In locating an object or a place means finding its position relative to some
reference point often origin (zero point) of an axis. The positive direction of the
axis is increasing numbers which is to the right while the opposite is the
negative direction/
Figure 1. Position is determined on

an axis that is marked in units of
length and that extends
indefinitely in opposite direction
When an object moves from Point A to Point B, the total length

travelled is the distance (SI unit is meter) It is a scalar quantity.
Knowing how far something moves is not sufficient. You must also know
in what direction the object moved. This is known as displacement.
Displacement is a vector quantity. It has both magnitude and direction.
AVERAGE SPEED AND AVERAGE VELOCITY

Cagayan Valley is often visited by strong typhoons every year which
causes great damage to infrastructure and agriculture. Weather forecasts often
talks about the speed of a certain typhoon and its direction. These allow
96
Cagayanos to estimate time of arrival of the typhoon in our place and prepare
for the worst scenario.
Speed is defined as the distance travelled in a unit time. To be more
precise, the average speed is obtained by dividing the total distance covered
by the corresponding time. The mathematical description of speed is given by
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑑
𝑠𝑎𝑣𝑒 = = Equation 1
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡
𝑚
where 𝑠𝑎𝑣𝑒 is the average speed. The SI unit for speed is 𝑠 .
Velocity is the ratio of the displacement that occurs during a particular

time interval. To be more precise, we use the average velocity. The
mathematical description of velocity is given by
𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑡 ∆𝑥 𝑥2 −𝑥1
𝑣𝑎𝑣𝑒 = 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒
= ∆𝑡
= 𝑡2 −𝑡1
Equation 2
𝑚
where 𝑣𝑎𝑣𝑒 is the average velocity. The SI unit for velocity is along with a
𝑠
specific direction because velocity is a vector quantity. It must have a

magnitude and a direction
Examples
1. You have trained all year for a marathon. In your first attempt to run a
marathon, you decide that you want to complete a 42.195 km in 2 hours.
What would your average speed be?
Solution
1000𝑚
𝑑 42.195𝑘𝑚 ∗
𝑠𝑎𝑣𝑒 = = 1𝑘𝑚 = 5.86𝑚/𝑠
𝑡 3600𝑠
2 ℎ𝑜𝑢𝑟𝑠 ∗
1 ℎ𝑟
2. Suppose you are walking home after school. The distance from school to
your home is 1.5 kilometres. On foot, you can get home in 25 minutes.
However, if you rode a bicycle, you could get home in 10 minutes. What is
your average speed while walking?
Solution
1000𝑚
𝑑 1.5𝑘𝑚∗ 𝑚
1𝑘𝑚
𝑠𝑎𝑣𝑒 = = 60 𝑠 =1
𝑡 25 𝑚𝑖𝑛∗ 𝑠
1 𝑚𝑖𝑛
𝑚
The average speed while walking is 1 𝑠 .
97
a. What is your average speed while bicycling?
Solution
1000𝑚
𝑑 1.5𝑘𝑚 ∗
𝑠𝑎𝑣𝑒 = = 1𝑘𝑚 = 2.5 𝑚
𝑡 60 𝑠 𝑠
10 𝑚𝑖𝑛 ∗ 1 𝑚𝑖𝑛
𝑚
The average speed while bicycling is 2.5 𝑠 .
b. How much faster do you travel on your bicycle?

Solution
𝑚
2.5 𝑠
𝑚 = 2.50 𝑡𝑖𝑚𝑒𝑠 𝑓𝑎𝑠𝑡𝑒𝑟
1 𝑠
You are 2.50 times faster when you travel on your bicycle.
3. Kath and Yelena always play tennis every Sunday afternoon. When Kath
serves the ball to Yelena, it travels 9.5 meters south in 2.1 seconds. What
is the velocity of the tennis ball?
Solution
∆𝑥 9.5 𝑚 𝑚
𝑣𝑎𝑣𝑒 = = = 4.52 𝑑𝑢𝑒 𝑠𝑜𝑢𝑡ℎ
∆𝑡 2.1 𝑠 𝑠
𝑚
The velocity of the tennis ball is 4.52 due south.
𝑠
4. A motorized balangay travels east across the Cagayan river at 15 meters

per minute. If the river is 425 meters wide, how long does it take for the
balangay to reach the other side?
Solution
4250 𝑚
∆𝑡 = = 1700 𝑠 = 0.47 ℎ𝑟
𝑚 1 𝑚𝑖𝑛
8 𝑚𝑖𝑛 ∗ 60 𝑠
98
ACCELERATION
When the velocity of a particle is changing, its motion is said to be
accelerated. Just as the velocity is the time rate of change of displacement,
acceleration is the time rate of change of velocity. The mathematical
description of acceleration is given by
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 ∆𝑣 𝑣𝑓 − 𝑣𝑖
𝑎= = = Equation 3
𝑡𝑖𝑚𝑒 ∆𝑡 𝑡𝑓 −𝑡𝑖
where a is the acceleration. A positive acceleration means that the object is

accelerating while a negative acceleration means that the object is
decelerating.
Examples
𝑚
1. A bus travelling from Pamplona to Tuguegarao City travels from 4.47 𝑠
𝑚
to 17 in 3 seconds. What is the acceleration of the bus?
𝑠
Solution
𝑚 𝑚
𝑣𝑓 − 𝑣𝑖 17 𝑠 − 4.47 𝑠 𝑚
𝑎= = = 4.18 2
𝑡𝑓 − 𝑡𝑖 3𝑠 𝑠
𝑚
The bus is accelerating at 4.18 𝑠2 .
2. A driver starts his park car and within 4.6 seconds, reaches a velocity of
𝑚
15 𝑠 . What is the acceleration of the car?
Solution
𝑚 𝑚
𝑣𝑓 − 𝑣𝑖 15 𝑠 − 0 𝑠 𝑚
𝑎= = = 3.26 2
𝑡𝑓 − 𝑡𝑖 4.6 𝑠 𝑠
99
UNIFORMLY ACCELERATED MOTION
Consider a body moving along the positive x direction. Taking a
general case, we assume that at the initial instant when t = 0, the initial
position and velocity are given by xi and vi. Also let v be the velocity at any
arbitrary time t. the acceleration is given by
∆𝑣 𝑣𝑓 − 𝑣𝑖
𝑎= = or
∆𝑡 𝑡𝑓 − 0
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡 Equation 4
Equation 4 says that the velocity at any instant is equal to the initial velocity
plus the change in velocity during this interval, which is ∆𝑣 or a•t. Since the
acceleration is constant, the average velocity is just the mean of the initial
and final values or
1
𝑣𝑎𝑣𝑒 = (𝑣𝑖 + 𝑣𝑓 ) Equation 5
2
The final displacement is equal to the initial displacement plus the additional
displacement in the interval, that is
𝑥𝑓 = 𝑥𝑖 + ∆𝑥 = 𝑥𝑖 + 𝑣𝑎𝑣𝑒 𝑡 Equation 6
Substituting equation 5 in equation 6 gives
1
𝑥𝑓 = 𝑥𝑖 + (𝑣𝑖 + 𝑣𝑓 )𝑡
2
or using equation 4 gives

1
𝑥𝑓 = 𝑥𝑖 + (𝑣 + 𝑣𝑖 + 𝑎𝑡)𝑡
2 𝑖
or
1
𝑥𝑓 = 𝑥𝑖 + 𝑣𝑖 𝑡 + 2
𝑎𝑡 2 . Equation 7
Squaring both sides of equation 4 gives

𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑣𝑖 • 𝑎𝑡 + (𝑎𝑡)2
or
1 2
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎 (𝑣𝑖 𝑡 + 𝑎𝑡 )
2
From equation 7, this is

𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎 (𝑥𝑓 − 𝑥𝑖 ) Equation 8
100
The usefulness of equation 8 is due to the absence of the variable t. Without
loss of generality, the body is at the origin and 𝑥𝑖 = 0. equation 8 will
become
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑥𝑓 Equation 9
The summary of the equation is given in Table 1.
Table 1. Kinematical Equations for Uniformly Accelerated Motion

Equation number Equation
Equation 4 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
Equation 5 1
𝑣𝑎𝑣𝑒 =(𝑣 + 𝑣𝑓 )
2 𝑖
Equation 7 1
𝑥𝑓 = 𝑥𝑖 + 𝑣𝑖 𝑡 + 𝑎𝑡 2
2
Equation 9 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑥𝑓
Examples
𝑚
1. A car starts from rest and is given a uniform acceleration of 2 𝑠2 . Find
(a) its velocity after 5 seconds and (b) the distance travelled during
this time.
a. Solution
𝑚 𝑚 𝑚
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡 = 0 + [(2 2 ) ∗ (5𝑠)] = 10
𝑠 𝑠 𝑠
b. Solution
If the car is assumed to be at the origin when t = 0 and xi = 0.
1 2
𝑥𝑓 = 𝑥𝑖 + 𝑣𝑖 𝑡 +𝑎𝑡
2
𝑚 1 𝑚
𝑥𝑓 = 0 𝑚 + [(0 ) ∗ (0𝑠)] + { [(2 2 ) ∗ (5𝑠)2 ]} = 25 𝑚
𝑠 2 𝑠
101
3. A bullet is fired from a 45-calibre gun by Cardo of ‘Ang Probinsyano’.
Supposed that the bullet is moving at a velocity of 600 mph and is shot
through a 0.25 m wall. The bullet emerges from the wall with a velocity
of 250 mph. Find the (a) acceleration experienced by the bullet while
passing through the sheet and (b) time taken by the electron to pass
through the sheet assuming that the acceleration of the electron is
constant.
𝑚𝑖 1609.344 𝑚 1 ℎ𝑟 𝑚
𝑣𝑖 = 600 ∗ ∗ = 268.22
ℎ𝑟 1 𝑚𝑖 3600𝑠 𝑠
𝑚𝑖 1609.344 𝑚 1 ℎ𝑟 𝑚
𝑣𝑓 = 250 ∗ ∗ = 111.76
ℎ𝑟 1 𝑚𝑖 3600𝑠 𝑠
a. Solution
From equation 9, we have
𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑥𝑓
𝑚 𝑚
𝑣𝑓 2 − 𝑣𝑖 2 (111.76 𝑠 )2 − (268.22 𝑠 )2 𝑚
𝑎= = = −1.19 ∗ 105 2
2𝑥𝑓 2 ∗ (0.25𝑚) 𝑠
The negative sign indicates that the bullet has lost
speed/velocity while passing through the wall, that is, it was
decelerated.
b. Solution
From equation 4, we have
𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
𝑚 𝑚
𝑣𝑓 − 𝑣𝑖 (111.76 𝑠 ) − (268.22 𝑠 )
𝑡= = 𝑚 = 1.31 ∗ 10−3 𝑠
𝑎 5
−1.19 ∗ 10 2
𝑠
Convert verbal description of a physical situation involving uniform acceleration
in one dimension into a mathematical description (STEM_GP12KIN-Ib-12)
102
Activity 1: SPEED, VELOCITY AND ACCELERATION
Directions: Read carefully each of the following items. Choose the letter that
correspond to the best answer and write it on the answer sheet.
1. Alejandro travels 2 km north, then 3 km east and finally 2 km south.
Which statement is TRUE about Alejandro’s travel? Alejandro’s
___________________.
a. displacement is 2km west from his origin.
b. position is now 3km east from where he started.
c. displacement is 7km.
d. displacement is 3km due east.
2. Velocity is a measure of ____________________.
a. change in position during change in time
b. the slope of a position-time graph
c. displacement during an interval of time
d. all of the above
𝑚 𝑚
3. A car accelerates from 0 to 25 𝑠 in 5 seconds. What is the average
𝑠
acceleration of the car?

𝑚 𝑚
a. 30 c. 50 𝑠
𝑠
𝑚 𝑚
b. 125 𝑠 d. 5 𝑠2
4. Which scenario represents an instant of time?

a. A long distance runner from Cagayan National High School
crosses the finish line at 1 hour and 37 minutes.
b. The Schools Division Superintendent takes a 5 hour trip from
Tuguegarao City to Santiago City, Isabela to attend a
conference.
c. An ambulance with a Covid-19 patient drives for three hours to
Cagayan Valley Medical Centre.
d. A student leaves home at 6:00 AM and gets to school at 7:00
AM to so that he can attend the flag ceremony
103
5. A bicyclist covers 96.56km between 2 pm and 6 pm. What was his
average speed?
𝑚 𝑚
a. 6.71 c. 15
𝑠 𝑠
𝑚 𝑚
b. 45 d. 3.32
𝑠 𝑠
6. A Honda cartakes ten minutes to go from kilometre post 71 to

kilometre post 81. A Toyota cartakes fifteen minutes to go from
kilometre post 65 to kilometre post 80. Which car has the higher
average speed?
a. The Honda car
b. The Toyota car
c. The average speeds are the same
d. Neither the Honda nor the Toyota car
7. What average speed is required to run 1.61km in 4 minutes?
𝑚 𝑚
a. 4.0 c. 6.71
𝑠 𝑠
𝑚 𝑚
b. 3.53 d. 40
𝑠 𝑠
8. The average speed of an object is defined to be

_________________.
a. one half of the sum of the maximum and the minimum speeds.
b. distance it travels multiplied by the time it takes.
c. the distance it travels divided by the time it takes.
d. the speed determined over an infinitesimally small time
interval.
9. Dimensionally, which of the following could be a velocity?
a. 5 meters c. 5 meters per second
b. 5 meters west d. 5 meters per second west
10. If a car requires 30 seconds to accelerate from zero to 90 km per
hour, its average acceleration is __________________.
𝑚 𝑚
a. 800 𝑠2 c. 80𝑠2
𝑚 𝑚
b. 0.83 𝑠2 d. 0.08 𝑠2
104
11. Cheetah is the fastest animal. What is its speed if it travels 112.0
meters in 4 seconds?
𝑚 𝑚
a. 32 c. 28
𝑠 𝑠
𝑚 𝑚
b. 10 d. 15
𝑠 𝑠
12. How far can a person run in 15 minutes if he or she runs at an

average speed of 35 km per hour?
a. 5 m c. 0.04 m
b. 0.5 m d. 0.01 m
13. Supposed you are at Robinson’s Supermarket and you are pushing
your shopping cart 15.6 meters west across the beverage section
in 5.2 seconds. What is the velocity of the shopping cart?
𝑚 𝑚
a. 3 west c. 0.6 west
𝑠 𝑠
𝑚 𝑚
b. 0.33 west d. 2.1 west
𝑠 𝑠
𝑚
14. An airplane flying at a velocity of 610 lands and comes to a
𝑠
complete stop over a 53 second period of time. What is the

acceleration of the plane?
𝑚 𝑚
a. 13 𝑠2 c. 45 𝑠2
𝑚 𝑚
b. 11.51 𝑠2 d. 14.67 𝑠2
𝑚
15. A seventh grader moves down the hall at 1.2 . When he sees a
𝑠
bunch of senior high school students coming, he begins to run.

𝑚
After 3.2 seconds, he is moving at 3.6 𝑠 . What is his acceleration?
𝑚 𝑚
a. 0.75 𝑠2 c. 3.2 𝑠2
𝑚 𝑚
b. 1 𝑠2 d. 6.73 𝑠2
105
Activity 2: AVERAGE SPEED AND AVERAGE VELOCITY
Directions: Read carefully each of the following problems. To earn full marks
when solving word problems, you MUST SHOW ALL YOUR WORK. This must
include all the components specified below.
 Full formula  Correct  Correct  Correct
values answer, metric units
inserted into rounded to
the formula two decimal
from the places
word
problem
A. Average Speed
1. Calculate the speed for a car that went a distance of 125 kilometres in
2 hours time.
2. A baseball thrown a distance of 20 meters. What is its speed if it takes

0.5 seconds to cover the distance?
3. How much time does it take for a bird flying at a speed of 45 kilometres
per hour to travel a distance of 1800 kilometres?
4. A comet is cruising through the Solar System at a speed of 50,000

kilometres per hour for 4 hours time. What is total distance travelled by
the comet during this time?
106
5. If it takes Shirly 3 seconds to run from the batter’s box to first base at an
average speed of 6.5 meters per second, what is the distance she
covers in that time?
6. Bart ran 5000 meters from the cops and an average speed of 6 meters
per second before he got caught? How long did he run?
7. Suppose you are with your friends jogging around the oval of the
Cagayan Sports Complex. Assuming that you jogs 4.0 km in 32 minutes,
then 2.0 km in 22 minutes, and finally 1.0 km in 16 minutes. What is
your average speed in km/min?
8. You were told by your mother that dinner will be at 6:00 PM. You left
school at 5:30 PM and started walking. Assuming that your average
𝑚
speed is 2 and the distance between the school and your house is
𝑠
3.5 km. Would you be able to get home in time for dinner? Show your
computations.
9. Quarantine has made you gain weight. You decided to do some workout
for 5 weeks and see if there will be a positive result. On the first week,
you wrote down your jogging time for each day.
Mon – 5 mins Thu – 30 mins
Tue – 10 mins Fri- 35 mins
Weds – 25 mins
107
Assuming that you jog at a constant speed of 5 kilometres per hour,
what is the total distance you have covered for the first week? On which
day did you jog the farthest?
10. The earth takes one year to go around the sun. The distance travelled
is 584 million miles. If there are 365.25 days in a year, what speed does
the earth travel?
11. Mr. Pacinos drives 64.8 km from work at a speed of 52 kilometres per
hour. Mrs. Pacinos drives 90.34 kilometres from work at a speed of
65.36 kilometres per hour. They both leave at the same time.
a. Who arrives home first?
b. How many minutes later is it before the second person gets home?
12. A dragonfly travels at a speed of 15 centimetres per second. It travels a

distance of 457.34 cm before it is caught by a child. How long did the
dragonfly travels?
13. A tropical typhoon is forecasted to enter the Philippine Area of

Responsibility within 24 hours. If the typhoon’s speed is 60 kilometre
per hour, approximately how far is the typhoon from PAR?
14. The speed of light is about 3.0 * 108 metres per second. It takes
approximately 365.25 days for a light from the sun to reach earth’s
atmosphere. What is the average distance from earth to the sun?
108
15. A person in a boat paddles down a river at an average speed of 10
kilometres per hour. After 2.65 hours, how far has he travelled?
B. Average Velocity
1. An airplane flies 650 kilometres east in 1.2 hours. What is the airplane’s
velocity?
2. Yelena’s mother drives 12 km southwest to Robinson’s mall. What is

the velocity of her mother’s automobile if she arrives at the mall in 6
minutes?
3. Karl walks to a friend house. He walks 1200 metres north, and then he
realizes he walked too far. He turns around and walks 350 metres south.
The entire walk takes him 25 minutes. What is Karl’s velocity?
4. A particle is displaced 60 cm to the north and then is given a second

displacement of 90 cm directly to the east. What is the average velocity
of the particle if it covers the entire displacement within 2.15 seconds?
5. Liam jogs 2.5 km west and 4.5 km south. If the entire jogs took 30
minutes, what is Liam’s average velocity?
109
6. A baseball game is happening at Cagayan Sports Complex. A batter
batted the ball and reached a distance of 867 metres. How much time
is needed for the ball to travel the distance if its velocity is 34.45 metres
per second due east?
7. After the three months quarantine period, Family Agcaoili decided to

take a vacation at Blue Lagoon Resort in Claveria, Cagayan. If the
family drives 335 kilometres from San Pablo, Isabela to Claveria, how
long will it take the family to reach their destination if they travel at a
velocity of 100 kilometres per hour , northwest?
8. A Lazada delivery man realizes that he is travelling in the wrong

direction on a one way street. He has already driven 2.13 kilometres at
a velocity of 12 metres per second, east before he decided to make a
U-turn. How long did it take the delivery man to realize his error?
9. A rat is busy finding for food. It travelled 50 cm north, 25 cm east, 34 cm

northeast, 29 cm south and 25 cm 300 southwest before finding a piece
of cheese in the kitchen floor. Assuming that the entire travel is 3.5
minutes, what is the rat’s average velocity?
10. A volcanologist noted that lava rushed down a volcano at 43.21 km per
hour, south. How far did the lava flow in 15 seconds?
110
11. A snail moves 8 m due south in 3 hours. If the snail moves at the same
velocity, calculate:
a. the time it takes to move 20 m;
b. the distance it would move in 3.5 hours;
c. the time it takes to move 1 m;
d. the displacement that it moves in 15 minutes if it travels 2 m
northeast.
12. From Tuguegarao City, Laura and Matt drive in opposite direction. Laura
drives to Santiago City, Isabela (south) for 2.5 hours at 80 km per hour
while Matt is bound to Ilocos Norte (north) for 2 hours at 100 km per
hour.
a. Who travels the greater distance?
b. Whose velocity is slower?
13. Tobias has to travel a total of 456 km north to be able to reach his
destination. He travels the first 250 km in 2.75 hours.
a. Calculate his velocity for the first part of the journey.
b. If his average velocity remains the same, calculate the total time for
the complete trip.
111
14. Shy and Grace leave their home at the same time. Shy has 100 km to
travel to CSU – Sanchez Mira and drives 100 km per hour. Grace has
50 km to travel to reach David M. Puzon MNHS and drives at 70 km per
hour.
a. How long does Shy and Grace’s trip take?
b. How much longer does _________ spend driving than ______.
15. Honey pump drives for 3.5 hours at 50 km per hour due north, and then
drives at 80 km for 70 km per hour due north.
a. Calculate the total displacement travelled by Honey pump.
b. Calculate the time that Honey pump takes for the whole journey.
c. Calculate her average velocity for the whole journey.
Activity 3: ACCELARATION
from the places
word
problem
𝑚
1. A roller coasters velocity at the top of a hill is 8 𝑠 . 1.65 seconds later, it
𝑚
reaches the bottom of the hill with a velocity of 33.45 . What was the
𝑠
acceleration of the coaster?

112
2. A car travelling at 15 km per hour starts to decelerate steadily. It comes
to a complete stop in 15 seconds. What is the car’s acceleration?
𝑚
3. A Toyota Altis has an initial velocity of 5.76 𝑠 , and accelerates at a rate
𝑚
of 67.45 𝑠2 for 2.13 seconds, what will its final velocity be?
𝑚 𝑚
4. A housefly accelerates from 1.24 to 6.86 in 2.54 seconds. What is
𝑠 𝑠
the housefly’s average acceleration?
5. A cable car quickly speeds up down a slope. As it starts down a slope,

𝑚
its velocity is 5.69 𝑠 . But 1.0 seconds later, at the bottom of the slope,
𝑚
its velocity became 16.2 . What is the average acceleration of the
𝑠
cable car?
𝑚 𝑚
6. A cyclist accelerates from 0 𝑠 to 7.68 in 2.31 seconds. Is this
𝑠
𝑚 𝑚
acceleration higher than that of a car which accelerates from 0 𝑠 to 30 𝑠
in 5.2 seconds?
113
7. Ferrari’s advertisement over the television says that the newest model
of Ferrari can accelerate from rest to 89.76 km per hour in just only 3.21
seconds. Find the average acceleration.
8. During a hot summer day, a constant force changes the velocity of a

𝑚 𝑚
kite from 5.21 𝑠 to 6.65 𝑠 in 3 seconds. What is the average acceleration
of the kite?
9. The fastest train the world is Japan’s bullet train. It can accelerate at
𝑚
180𝑠2 in 1.3 seconds to reach its final velocity. If this train starts from
rest, what is its final velocity?
𝑚
10. How long will it take for a ‘trumpo’ with an acceleration of −2.54 to
𝑠2
𝑚
bring it to a stop if it has an initial velocity of 12.36 𝑠 ?
11. Red is riding on her bike southeast of her home. She then spots a hole
𝑚 𝑚
ahead. She slows down her bike from 12.58 to 8.97 within 3.21
𝑠 𝑠
seconds. What is her acceleration?
𝑚
12. A ‘Lapu-Lapu’ fish is swimming at a constant velocity of 1.25 𝑠 . it
suddenly notices a shark appearing behind it. Three seconds later, it

𝑚
swims in the same direction at a velocity of 3.58 𝑠 . Calculate the its
acceleration.
114
13. How much time needed to stop a car travelling north with an
𝑚 𝑚
acceleration of 15.43𝑠2 and has a velocity of 2.43 𝑠 . Assume that the car
starts from rest.
𝑚
14. What is the initial velocity of a car if it is decelerating at 10.63𝑠2 and has
𝑚
a final velocity of 4.65 𝑠 ? Assume that the time interval for the whole
duration of the car activity is 1.21 minutes.
15. In order to catch suspected drug lords, Karla drives his car with an
𝑚
acceleration of 3.21𝑠2 . Assuming that from rest, the car has a velocity of
𝑚
6.67 𝑠 . How long will Karla takes the drive?
Activity 4: UNIFROMLY ACCELERATED MOTION

from the places
word
problem
115
𝑚 𝑘𝑚
1. The velocity of a train changes from 0 to 60 in 20 seconds.
𝑠 ℎ𝑟
𝑚
Assuming that it is uniformly accelerated, what is the acceleration in 𝑚2 ?
2. Starting from rest, a train is uniformly accelerated and reaches a velocity

𝑘𝑚
of 20 after 15 seconds. What is its acceleration?
ℎ𝑟
𝑚
3. A car starting from rest is given a constant acceleration of 5 .
𝑚2
𝑚
a. In how many seconds will it attain a velocity of 100 𝑠 ?
b. How far will it have travelled in this same time?
4. The brakes of an automobile are suddenly applied at the instant when

𝑚
its velocity is 20 𝑠 . If the automobile comes to a stop after 5 second,
what is its acceleration?
𝑚
5. An electron which is moving with a velocity of 10, 000 is accelerated
𝑠
𝑚
at 8.0 * 104 by an electric field. What is the velocity acquired by the
𝑠2
electron after it has travelled 1 cm?
𝑘𝑚
6. A plane requires a speed of 100 ℎ𝑟 at takeoff to be airborne. If it can be
𝑘𝑚
accelerated at the rate of 8,000ℎ𝑟 2, what should be the minimum length
of runway if the plane starts with zero velocity at one end of the runway?
116
𝑘𝑚
7. To be airborne, a plane requires a velocity of 128 ℎ𝑟 . If it starts from rest
at one end of a runway 1 km long,

a. What must be the minimum safe acceleration of the plane?; and
b. With this acceleration, how many seconds will it take for the plane
to acquire its necessary velocity for takeoff at the other end of the
runway?
𝑘𝑚 𝑘𝑚
8. A train changes its velocity from 30 ℎ𝑟 to 80 ℎ𝑟 while travelling a distance
of 200 meters. Find the

a. acceleration; and
b. the time taken to travel 200 meters.
𝑚
9. A body starting from rest acquire a velocity of 60 . After being
𝑠
accelerated for 20 seconds.

a. What acceleration was imparted?
b. How far did the body go during the 20 seconds?
𝑚
10. A body is moving with a velocity of 4 . It is then accelerated for 5
𝑠
𝑚
seconds at the rate of 2 2 .
𝑠
a. Find the velocity at the end of 5 seconds.

b. Find the distances covered during the first and fifth seconds.
117
Reflection
1. I learned that _______________________________________________
___________________________________________________________
____________________________
2. I enjoyed most on _____________________________________________

____________________________________________________________
____________________________________________________________

____________________________________________________________
____________________________________________________________
____________________________________________________
118
References:
Halliday, D & Resnick R (2007). Fundamentals of Physics (10th ed., pp. 15-28).
Quad Graphics. USA.
Abastillas, V.N., et al (2000). College Physics (3rd ed., pp. 25-33). Phoenix
Publishing House Inc., Philippines.ccccccccvvvvCCC
Comment
S
119
Answer Key
Activity 1
Directions: Read carefully each of the following items. Choose the letter that
correspond to the best answer and write it on the answer sheet.
1. b
2. d
3. d
4. a
5. a
6. c
7. c
8. c
9. d
10. b
11. c
12. d
13. a
14. b
15. b
Activity 2
A. Average Speed
1. d = 125 km = 125,000m
t = 2 hrs = 3600 s
125,000𝑚 𝑚
𝑠= = 34.72
3600𝑠 𝑠
2. d = 20 m
t = 0.5 s
20𝑚 𝑚
𝑠= = 40
0.5𝑠 𝑠
120
𝑘𝑚 𝑚
3. s = 45 ℎ𝑟 = 12.5 𝑠
d = 1800 km = 1,800,000m
1,800,000 𝑚
𝑡= 𝑚 = 144,000𝑠
12.5 𝑠
𝑘𝑚 𝑚
4. s = 50, 000 ℎ𝑟 = 13, 888.89 𝑠
t = 4 hrs = 14, 400 s

𝑚
𝑑 = (13, 888.89 𝑠 ) ∗ (14,400 𝑠) =0.96 m
𝑚
5. s = 6.5 𝑠
t=3s
𝑚
𝑑 = (6.5 ) ∗ (3𝑠) = 19.5𝑚
𝑠
6. d = 5000 m
𝑚
s = 6𝑠
5000𝑚
𝑡= 𝑚 = 833.33 𝑠
6𝑠
7. a) 4.0 km = 4000 m
32 min = 1920 s
4000 𝑚 𝑚
𝑠= = 2.08
1920 𝑠 𝑠
b) 2.0 km = 2000 m
22 min = 1320 s
2000 𝑚 𝑚
𝑠= = 1.52
1320 𝑠 𝑠
c) 1.0 km = 1000 m
16 min = 960 s
1000 𝑚 𝑚
𝑠= = 1.04
960 𝑠 𝑠
𝑚 𝑚 𝑚
2.08 𝑠 + 1.52 𝑠 + 1.04 𝑠 𝑚
𝑠𝑎𝑣𝑒 = = 1.55
3 𝑠
121
𝑚
8. s = 2 𝑠
d = 3.5 km = 3500 m
3500𝑚
𝑡= 𝑚 = 1750 𝑠 = 29.17 𝑠
2𝑠
You will need 29.17 seconds to travel from home to school. Since you
left 5:30PM and dinner will be served at 6:00 PM, you will be earlier by
0.83 seconds. Yes, you will be able to attend dinner.
𝑘𝑚 𝑚
9. s = 5 = 1.39 𝑠
ℎ𝑟
Mon – 5 mins = 300s

𝑚
𝑑 = (1.39 ) ∗ (300𝑠) = 417 𝑚
𝑠
Tue – 10 mins = 600 s
𝑚
𝑑 = (1.39 ) ∗ (600𝑠) = 834 𝑚
𝑠
Weds – 25 mins = 1500 s
𝑚
𝑑 = (1.39 ) ∗ (1500𝑠) = 2085 𝑚
𝑠
Thu – 30 mins = 1800 s
𝑚
𝑑 = (1.39 ) ∗ (1800𝑠) = 2502 𝑚
𝑠
Fri- 35 mins = 2100 s
𝑚
𝑑 = (1.39 ) ∗ (2100𝑠) = 2919 𝑚
𝑠
dtot = 417 m + 834 m + 2085 m + 2502 m + 2919 m =1751.4 m
You jog the farthest on Friday.
10. d = 584 M mi = 939,856,896,000 m
t = 365.25 days = 31,557,600s
939,856,896,000 m 𝑚
𝑠= = 29,782.27
31,557,600s 𝑠
122
11. Mr. Pacinos
d = 64.8 km = 64, 800 m
𝑘𝑚 𝑚
s = 52 ℎ𝑟 = 14.44 𝑠
64,800 𝑚
𝑡= 𝑚 = 4487.53 𝑠 = 74.79 𝑚𝑖𝑛
14.44 𝑠
Mrs. Pacinos
d = 90.34 km = 90,340 m
𝑘𝑚 𝑚
s = 65.36 ℎ𝑟 = 18.16 𝑠
90,340 m
𝑡= 𝑚 = 4974.67 𝑠 = 82.91𝑚𝑖𝑛
18.16 𝑠
Mr. Pacinos arrives home first and Mrs. Pacinos arrives 8.12 minutes
after Mr. Pacinoso.
12. d = 457.34 cm = 4.5734 m

𝑐𝑚 𝑚
s = 15 = 0.15 𝑠
𝑠
4.5734 m
𝑡= 𝑚 = 30.49 𝑠
0.15 𝑠
13. t = 24 hrs = 86, 400 s

𝑘𝑚 𝑚
s = 60 ℎ𝑟 = 16.67 𝑠
𝑚
𝑑 = (86, 400 s) ∗ (16.67 ) = 1, 440, 288 𝑚
𝑠
𝑚
14. s =3.0 * 108
𝑠
t = 365.25 days = 31,557,600s
𝑘𝑚 𝑚
15. s = 10 ℎ𝑟 = 2.78 𝑠
t = 2.65 hr = 9540 s
𝑚
𝑑 = (9540s) ∗ (2.78 ) = 26,521.2 𝑚
𝑠
123
B. Average Velocity
650 𝑘𝑚 𝑘𝑚 1000𝑚 1ℎ𝑟 𝑚
1. 𝑣 = = 541.67 ℎ𝑟 ∗ ∗ = 150.46 𝐸𝑎𝑠𝑡
1.2 ℎ𝑟 1𝑘𝑚 3600𝑠 𝑠
12 𝑘𝑚 𝑘𝑚 1000𝑚 1𝑚𝑖𝑛 𝑚
2. 𝑣 = = 2 𝑚𝑖𝑛 ∗ ∗ = 33.33 𝑠𝑜𝑢𝑡ℎ𝑤𝑒𝑠𝑡
6𝑚𝑖𝑛 1𝑘𝑚 60𝑠 𝑠
850𝑚 𝑚 1𝑚𝑖𝑛 𝑚
3. 𝑣 = = 34 𝑚𝑖𝑛 ∗ = 0.57 𝑠 𝑛𝑜𝑟𝑡ℎ
25𝑚𝑖𝑛 60𝑠
108.17𝑐𝑚 𝑐𝑚 1𝑚 𝑚
4. 𝑣 = = 50.31 ∗ = 0.50 , 33.690 𝑛𝑜𝑟𝑡ℎ 𝑜𝑓 𝑒𝑎𝑠𝑡
2.15𝑠 𝑠 100𝑐𝑚 𝑠
5.15𝑘𝑚 𝑘𝑚 100𝑚 1𝑚𝑖𝑛 𝑚

5. 𝑣 = = 0.17 𝑚𝑖𝑛 ∗ ∗ = 0.28 𝑠 , 29.050 𝑠𝑜𝑢𝑡ℎ 𝑜𝑓 𝑤𝑒𝑠𝑡
30𝑚𝑖𝑛 1𝑘𝑚 60𝑠
867𝑚
6. 𝑡 = 𝑚 = 25.13𝑠
34.5
𝑠
335𝑘𝑚
7. 𝑡 = 𝑘𝑚 = 3.35 ℎ𝑟𝑠 = 12, 060 𝑠
100
ℎ𝑟
2130𝑚
8. 𝑡 = 𝑚 = 177.5𝑠
12
𝑠
67.34𝑐𝑚 𝑐𝑚 𝑚
9. 𝑣 = = 19.24 𝑚𝑖𝑛 = 0.003 𝑠 , 66.040 𝑛𝑜𝑟𝑡ℎ 𝑜𝑓 𝑒𝑎𝑠𝑡
3.5𝑚𝑖𝑛
𝑘𝑚
10. 𝑑 = ( 43.21 ℎ𝑟 ) ∗ (15𝑠) = 180.04 𝑚
8𝑚 𝑚 𝑚
11. a. 𝑣 = = 2.67 ℎ𝑟 = 0.00074 𝑠 , 𝑠𝑜𝑢𝑡ℎ
3ℎ𝑟
20𝑚
𝑡= 𝑚 = 27027.03𝑠
0.00074 𝑠
𝑚
b. 𝑑 = ( 0.00074 𝑠 ) ∗ (12600𝑠) = 9.32 𝑚
1𝑚
c. 𝑡 = 𝑚 = 1351.35𝑠
0.00074
𝑠
124
12. Matt
𝑘𝑚
𝑑 = ( 100 ) ∗ (2ℎ𝑟) = 200𝑘𝑚
ℎ𝑟
Laura
𝑘𝑚
𝑑 = ( 80 ) ∗ (2.5ℎ𝑟) = 200𝑘𝑚
ℎ𝑟
Both Laura and Matt travels a distance of 200km. Laura has a slower
velocity.
13. Tobias has to travel a total of 456 km north to be able to reach his
destination. He travels the first 250 km in 2.75 hours.
250𝑘𝑚 𝑘𝑚 𝑚
𝑣= = 90.91 = 25.25 , 𝑛𝑜𝑟𝑡ℎ
2.75ℎ𝑟 ℎ𝑟 𝑠
206𝑘𝑚
𝑡= = 2.27 ℎ𝑟 = 8157.52 𝑠
𝑘𝑚
90.91
ℎ𝑟
14. Shy
100𝑘𝑚
𝑡= = 1 ℎ𝑟 = 3600 𝑠
𝑘𝑚
100
ℎ𝑟
Grace
50𝑘𝑚
𝑡= = 0.71 ℎ𝑟 = 2556 𝑠
𝑘𝑚
70
ℎ𝑟
Shy spends 0.29 hours in driving than Grace.
15. d = 120 km = 12,000m due north

t = 3.5 hrs
80𝑘𝑚
𝑡= = 1.14 ℎ𝑟
𝑘𝑚
70
ℎ𝑟
𝑡𝑡𝑜𝑡 = 3.5 ℎ𝑟𝑠 + 1.14ℎ𝑟𝑠 = 4.64 ℎ𝑟𝑠
𝑘𝑚 𝑘𝑚
50 + 70
𝑣𝑡𝑜𝑡 = ℎ𝑟 ℎ𝑟 = 60 𝑘𝑚 = 16.67 𝑚
2 ℎ𝑟 𝑠
125
Activity 3
𝑚
1. 𝑎 = 15.42 𝑠2
𝑚
2. 𝑎 = 0.28 𝑠2
𝑚
3. 𝑣𝑓 = 149.42 𝑠
𝑚
4. 𝑎 = 2.21 𝑠2
𝑚
5. 𝑎 = 10.51 𝑠2
6. No. the cyclist acceleration is lower.

𝑚
7. 𝑎 = 7.77 𝑠2
𝑚
8. 𝑎 = 48 𝑠2
𝑚
9. 𝑣𝑓 = 234 𝑠
10. t = 4.87 s
𝑚
11. 𝑎 = −1.12 𝑠2
𝑚
12. 𝑎 = 0.78 𝑠2
13. t = 0.16s
𝑚
14. 𝑣𝑖 = 776.388 𝑠
15. t = 2.08s
Activity 4
𝑚
1. 𝑎 = 0.83 𝑠2
𝑚
2. 𝑎 = 0.37
𝑠2
3. a) t = 20s and b) x = 1000m

𝑚
4. 𝑎 = 4.0 𝑠2 , decelerating
𝑚
5. 𝑣𝑓= 10,000.08 𝑠
6. 𝑑 = 0.625 𝑘𝑚 = 625 𝑚
𝑘𝑚
7. a) 𝑎 = 8192 ℎ𝑟 2 and b) t = 2.44 *10-3
𝑘𝑚
8. a) 𝑎 = 13750 ℎ𝑟 2 and b) t = 3.64 *10-3s
126
𝑚
9. a) 3 𝑠2 and b) x = 600 m
𝑚
10. a) 𝑣𝑓= 14 and b) at the 1st second x = 5m and at the 5th seconds x=
𝑠
45 m
Prepared by:
Grace Ann Caliboso- Agcaoili

David M Puzon Memorial National High School
127
GENERAL PHYSICS I
Name: __________________________ Grade Level: _________
Date: ___________________________ Score:______________

AREAS UNDER THE VELOCITY-TIME CURVE AND
ACCELERATION-TIME CURVE
A plot of velocity-time can be used to determine the acceleration of an

object (the slope). In this part of the lesson, we will learn how a plot of velocity
versus time can also be used to determine the displacement of an object. For
velocity versus time graphs, the area bound by the line and the axes represents
the displacement. The diagram below shows three different velocity-time
graphs; the shaded regions between the line and the time-axis represent the
displacement during the stated time interval.
A. Rectangle
Consider the graph of a velocity vs time graph below.
The shaded area is the displacement
from time 0 second to 6 seconds. In
finding for the area of a rectangle, we
use the equation
𝐴𝑟𝑒𝑐 = 𝑏𝑎𝑠𝑒 ∗ ℎ𝑒𝑖𝑔ℎ𝑡 = 𝑏 ∗ ℎ
Graph 1. Velocity vs Time Graph
128
Examples:
1. From time 0 second to 6 seconds, the object is moving at a constant

velocity of 30 meters per second. Find the displacement of the object.
𝑚
= (6 seconds) * (30 𝑠 )
= 180 m
2. Determine the displacement of the object during the first 4 seconds.

𝑚
= (4 seconds) * (30 𝑠 )
= 120 m
3. Determine the displacement of the object from 3 seconds to 6

seconds.
𝑚
= (3 seconds) * (30 𝑠 )
= 90 m
129
B. Triangle

The shaded area is the displacement from
time 0 second to 4 seconds. In finding for
the area of a rectangle, we use the
equation
1
𝐴𝑡𝑟𝑖 = ∗ 𝑏𝑎𝑠𝑒 ∗ ℎ𝑒𝑖𝑔ℎ𝑡
2
Examples
1. From time 0 seconds to 4 seconds, find the displacement of an object
moving at a velocity of 40m/s to 0m/s.
1
2
1
= 2 ∗ 4𝑠𝑒𝑐𝑜𝑛𝑑𝑠 ∗ 40 𝑚/𝑠
= 80 m
2. Determine the displacement of an object during the first second.
1
2
1
= 2 ∗ 1𝑠𝑒𝑐𝑜𝑛𝑑 ∗ 10 𝑚/𝑠
=5m
130
3. Determine the displacement of an object during the first second.
1
2
1
= 2 ∗ 3 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 ∗ 30 𝑚/𝑠
= 45 m
C. Trapezoid
The shaded area is the displacement from
time 0 second to 4 seconds. In finding for
the area of a rectangle, we use the
equation
1
Graph 9. Velocity vs Time Graph 𝐴𝑡𝑟𝑎 = 2 ∗ 𝑏𝑎𝑠𝑒 ∗ (ℎ1 + ℎ2 )
Examples:
1. From time 1 second to 3 seconds, find the displacement of an object
moving at a velocity of 10 m/s to 30 m/s.
1
𝐴𝑡𝑟𝑎 = 2 ∗ 𝑏𝑎𝑠𝑒 ∗ (ℎ1 + ℎ2 )
1 𝑚
=2 ∗ 2 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 ∗ (10 + 30𝑚/𝑠)
𝑠
= 40 m
2. Determine the displacement of the object given the graph

1
𝐴𝑡𝑟𝑎 = 2 ∗ 𝑏𝑎𝑠𝑒 ∗ (ℎ1 + ℎ2 )
1 𝑚
=2 ∗ 1 𝑠𝑒𝑐𝑜𝑛𝑑 ∗ (20 + 30𝑚/𝑠)
𝑠
= 25 m
131
3. Determine the displacement of the object given the graph
1
𝐴𝑡𝑟𝑎 = 2 ∗ 𝑏𝑎𝑠𝑒 ∗ (ℎ1 + ℎ2 )
1 𝑚
=2 ∗ 2 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 ∗ (30 + 10𝑚/𝑠)
𝑠
= 40 m
Interpret displacement and velocity, respectively, as areas under velocity vs.

time and acceleration vs. time curves (STEM_GP12KIN-Ib-14)
Activity 1: TRIANGLE METHOD

Directions: Compute for the displacement of the following graph/problems
using the triangle method. Show your complete solution.
1. Consider the velocity-time graph below.
a. What is the displacement covered from time 0 s to 1 s?

b. What is the displacement covered from time 0 s to 2 s?
c. What is the displacement covered from time 8 s to 9 s?
d. What is the displacement covered from time 10 s to 11 s?
e. What is the displacement covered from time 10 s to 12 s?
132
2. The graph below shows the velocity-time graph for a football player
during a match played between Team Cagayan and Team Isabela.
a. What is the displacement covered by the player between time 0 s

to 2s?
b. What is the displacement covered by the player between time 7 s
to 10 s?
c. What is the displacement covered by the player between time 12
s to 13s?
d. What is the displacement covered by the player between time 12s
to 14s?
e. What is the displacement covered by the player between time 8 s
to 10 s?
133
3. The graph below shows a velocity-time graph of an ant travelling at a
straight line.
a. What is the displacement covered by the ant between time 0s to

2s?
b. What is the displacement covered by the ant between time 0s to
3s?
c. What is the displacement covered by the ant between time 6s to
9s?
d. What is the displacement covered by the ant between time 9s to
12s?
e. What is the displacement covered by the ant between time 6s to
12s?
134
4. The graph below shows a velocity-time graph of a motorcycle travelling
at a straight line.
a. What is the displacement covered by the motorcycle at time 2s to

5s?
b. What is the displacement covered by the motorcycle at time 4s to
5s?
c. What is the displacement covered by the motorcycle at time 3s to
5s?
135
5. The graph below depicts the velocities of 4 carts (A,B, C, & D) over a 20
second time interval.
a. What is the displacement covered by Cart B from time 0s to 20s?

b. What is the displacement covered by Cart D from time 0s to 10s?
c. What is the displacement covered by Cart D from time 10s to 20s?
d. What is the displacement covered by Cart C from time 0s to 20s?
e. Which of the four carts covered a greater distance during the
whole duration of the trip?
136
Activity 2: RECTANGLE METHOD
Directions: Compute for the displacement of the following graph/problems
using the rectangle method. Show your complete solution.
1. The graph below shows a velocity-time graph of an ant travelling at a
straight line. What is the displacement of the ant from time 3s to 6s?
2. Consider the velocity-time graph below. What is the displacement from

time 5 s to 8 s?
137
3. The graph below shows the velocity-time graph for a football player
during a match played between Team Cagayan and Team Isabela. What
is the displacement covered by the player from time 3s to 7s?
4. A kid is trying to cross the street to find for greener forage. The velocity-
time graph of the kid is given below. What is the displacement covered
by the kid from time 3s to 6s?
138
5. Consider the graph below. What is the displacement covered between
time 30 min to 45 min?
Activity 3: TRAPEZIOD METHOD

Directions. Compute for the displacement of the following graph/problems
using the trapezoid method. Show your complete solution.
1. The graph below shows the velocity-time graph for car during a road trip
from Tuguegarao City to Claveria, Cagayan. What is the displacement
between time 0s to 23 s?
139
2. Consider the velocity-time graph below. What is the displacement
covered from time 1s to 4s?
3. The motion graph shown below was created by a car toy.
a. What is the displacement covered by the car toy from time 3s to 5s?
b. What is the displacement covered by the car toy from time 5s to 7s?
c. What is the displacement covered by the car toy from time 20s to
23s?
d. What is the displacement covered by the car toy from time 0s to 5s?
e. What is the displacement covered by the car toy from time 20s to
24s?
140
time 1s to 2s?

time 2s to 4s?
141
Activity: BRAIN CELL EXERCISE
Directions: Compute for the displacement of the graph below combining the
three methods. Show your complete solution.
1. The graph below shows the motion graph of a turtle. What is the total
displacement covered by the turtle from time 0s to 21s?
2. Supposed you are shopping at Robinson’s Tuguegarao and you

recorded the velocity of your shopping cart. The data is given by
V (m/s) 0 2 2 4 3 3
T (s) 0 2 4 6 8 10
a. Make a velocity vs time graph.
142
b. Determine the total displacement covered by the shopping cart
3. Supposed you are done shopping at Robinson’s Tuguegarao and you
wanted to go home. As you were riding on your car, you noted your speed at
various times. The data you recorded is given by
V (m/mi) 30 40 50 50 60 40
T (mi) 0 15 30 45 60 75
a. Make a velocity vs time graph.
b. Determine the total displacement covered by the shopping cart
Reflection
1. I learned that________________________________________________
___________________________________________________________
_____________
2. I enjoyed most on _____________________________________________

____________________________________________________________
____________________________________________________________
___

____________________________________________________________
____________________________________________________________
____
143
References
Quad Graphics. USA.
Publishing House Inc., Philippines.
Physicsclassroom.com
144
Answer Key
Activity 1
1.
a. 4m
b. 16m
c. 14m
d. 2.5m
e. 10m
2.
a. 1m
b. 13.5
c. 0.75m
d. 3m
e. 6m
3.
a. 4m
b. 9m
c. 9m
d. 9m
e. 36m
145
4.
a. 30m
b. 3.34m
c. 13.33m
5.
a. 80m
b. 30m
c. 30m
d. 40m
e. Cart A
Activity 2
1. 18m
146
2. 84m
3. 24m
4. 15m
5. 750m
147
Activity 3
1. 57m
2. 5m
3.
a. 13.2m
b. 9.6m
c. 12.6m
d. 28m
e. 14.4m
148
4. 3.5m
5. 6m
Activity 4
1. 180m
149
2. a.
b. 25m
3. a.
b. 2775 m
Prepared by:

David M. Puzon Memorial National High School
150
GENERAL PHYSICS I
Name: _________________________ Grade Level: _________

Date: ___________________________ Score:______________
SLOPES OF POSITION VS TIME
AND VELOCITY VS TIME GRAPH

Consider a car travelling at a straight high way. We
can describe the motion of the car by treating it as a particle
and confining the one dimension motion to the x-axis. The
positions of the car, with recorded covered distance and arrival time are given
on a number line below.
Figure 1. Position of a car with recorded distance and arrival time

The average velocity is calculated as the ratio between the displacement and
the time interval during the displacement. The mathematical expression for the
average velocity is given by
∆𝑥 𝑥𝑓 − 𝑥𝑖
𝑣𝑎𝑣𝑒 = =
∆𝑡 𝑡𝑓 − 𝑡𝑖
For example, what is the average velocity of the car from position 1 to position
2?
∆𝑥 5𝑚 − 3𝑚 𝑚
𝑣𝑎𝑣𝑒 = = = 0.25
∆𝑡 10𝑠 − 2𝑠 𝑠
151
How about the average velocity of the car from position 2 to 5?
∆𝑥 20𝑚 − 5𝑚 𝑚
𝑣𝑎𝑣𝑒 = = = 0.05
∆𝑡 300𝑠 − 10𝑠 𝑠
It should be noted that the average velocity between the positions vary. The
displacement along the x-axis can be graphed as
Graph 1. Position vs Time graph
The average velocity from a coordinate x1 to x2 is known as the slope between

these positions. Mathematically, the derivative of x with respect to t is given by
∆𝑥 𝑑𝑦
lim = =𝑣
∆𝑡→0 ∆𝑡 𝑑𝑥
Consider another position-time graph
152
The graph of the velocities from the position—time graph is given by
GENERAL ASSUMPTIONS FOR DISPLACEMENT - TIME GRAPH

1. If the displacement has a straight line, velocity is constant.
2. If displacement is increasing, the velocity is positive.
3. If the displacement is decreasing, the velocity is negative.
4. If the displacement is constant, the velocity is equal to zero.
5. Velocity is the slope of a displacement-time graph.
GENERAL ASSUMPTIONS FOR VELOCITY - TIME GRAPH

1. If the velocity is increasing, the acceleration is positive.
2. If the velocity is decreasing, acceleration is negative.
3. If velocity is constant, the acceleration is equal to zero.
4. Instantaneous acceleration is the slope of a velocity-time graph
153
Examples:
1. Consider the graph below. What is the slope of the graph? Construct
a velocity-time graph and acceleration-time graph. Interpret each
graph
20 m (4,20
)
Graph 4. Velocity vs Time graph
(0,0) 4s
𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 20𝑚 − 0𝑚 𝑚
𝑣 = 𝑠𝑙𝑜𝑝𝑒 = = = =5
𝑟𝑢𝑛 𝑥2 − 𝑥1 4𝑠 − 0𝑠 𝑠
The displacement is increasing, so the velocity is positive.
5m
The slope of the displacement-time graph is the velocity which is

𝑚
equal to 5 𝑠 .
t
Graph 6. Acceleration vs Time graph
154
The slope of a velocity-time graph is the acceleration. The slope
of a horizontal line is always zero. The acceleration therefore is
zero.
graph
d
Graph 7. Position vs Time
(4,20)
graph
20 m
(0,20)
4s
𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 20𝑚 − 20𝑚 𝑚

𝑣 = 𝑠𝑙𝑜𝑝𝑒 = = = =0
𝑟𝑢𝑛 𝑥2 − 𝑥1 4𝑠 − 20𝑠 𝑠
The displacement has a straight line and is constant so the velocity

is zero.
The velocity is zero. The slope is represented by a horizontal line and

is equal to zero because the slope of a horizontal line is always zero.
155
a
The slope of a velocity-time graph is acceleration. The slope of a

horizontal line is always zero. The acceleration therefore is zero.
graph
2m (2,2)
2S
𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1 2𝑚 − 0𝑚 𝑚
𝑣 = 𝑠𝑙𝑜𝑝𝑒 = = = =1
𝑟𝑢𝑛 𝑥2 − 𝑥1 2𝑠 − 0𝑠 𝑠
The position is increasing at an increasing rate. Notice that at the
circled section, the line is horizontal so the slope is zero. Over
(2,2), the slope is 1 and it is increasing.
156
v
1m
1S
𝑣 = 𝑠𝑙𝑜𝑝𝑒 = = = =1
𝑟𝑢𝑛 𝑥2 − 𝑥1 1𝑠 − 0𝑠 𝑠
The velocity which represents the displacement/position-time
graph is increasing. The velocity will increase at a constant rate
which will go from zero to 1 at some point.
1m
The velocity is increasing so acceleration is positive. There is a

constant slope in the velocity-time graph so acceleration is a
straight line.
Interpret velocity and acceleration, respectively, as slopes of position vs. time

and velocity vs. time curves (STEM_GP12KIN-Ib-15)
157
PROBLEM SETS
Activity 1: INTERPRETING GRAPHS

Directions: Interpret the following graphs.
1. Consider the graph below. What is the slope of the graph? Interpret
the slope of the graph.
3m
1s
1m
t
5s
158
10 m
t
5s
8m
7s
graph
d
(3,3) 10,3)
159
Activity 2: PROBLEM SOLVING
Directions: Solve the following problems
1. The x-coordinates of an object at time t = 1.00 s and t = 4.00 s are 3.00
m and 5.00 m respectively. Calculate the average velocity of the object
on the time interval t = 1.00 s to 4.00 s. Construct and interpret the
position-time graph, velocity-time graph and acceleration-time graph.
2. Suppose that the velocity of an object at time t seconds is 3t2 – √𝑡 + 3 +

𝑚
2 𝑠 . At t = 0, the position of the object is 7m. What is the position of the
object 8 seconds later?
3. A particle moves in a straight line with its position given by the following
equation: x(t) = t4 – 4t3 + 2t2 + 3t + 6.
a. Find its position after 1 second.
b. Find its velocity after 2 seconds.
4. Calculation of the instantaneous velocity at a specific time, given x as a

function of time: The position of an object is x(t) = 1.00 + 2.00 t - 3.00t2,
where x is in meters and t is in seconds. Calculate the instantaneous
velocity of the object at time t =3.00 s.
160
5. Calculate the total displacement over a time interval, given the velocity
as a function of time: The velocity of an object is v(t) = 1.00 - 3.00 t2,
where v is in meters per second and t is in seconds. Calculate the
displacement of the object in the time interval from t = 1.00 s to t =2.00
s.
Activity 3: BRAIN CELL EXERCISE

Directions: Given the graph below, answer the following questions.
161
1. What is the acceleration at point (2,10)? Graph the acceleration time-
graph.
2. What is the acceleration at t = 4? Graph the acceleration time-graph.
3. What is the acceleration at t = 12? Graph the acceleration time-

graph.
4. What is the acceleration at t = 15? Graph the acceleration time-

graph.
162
Reflection
1.I learned that__________________________________________________

___________________________________________________________
____________________________________________
2. I enjoyed most on ______________________________________________

____________________________________________________________
__________________________________________________________

____________________________________________________________
____________________________________________________________
_
163
References
Quad Graphics. USA.
Publishing House Inc., Philippines.
164
Answer Key
Activity 1
1. The velocity is positive because the slope is positive. The slope goes
from 3 to 0. The slope is decreasing so the acceleration is negative.
For this particular graph, this object is going to the right direction but
it’s decelerating.
2. The curve is going down which means that the velocity is negative so
there is a decreasing functions. Initially, the slope is approximately
equal to zero because of the horizontal line. At some point along the
graph, the slope is decreasing and the velocity is decreasing at an
increasing rate (it is becoming more negative). This means that
acceleration is negative.
3. It is a decreasing function because it is going down which means that
velocity is negative. Initially, the slope is negative then becomes zero
because of the horizontal line.
4. The line is going down which means that the slope is negative
(decreasing function). Because it is a straight line, the velocity is
constant but negative. This means that there is no acceleration.
5. The graph has a straight line so the velocity is constant and the slope
is zero. It is a horizontal line so the slope is always zero.
Activity 2
1.
d
(4,5)
(1,3)
t
𝑣 = 𝑠𝑙𝑜𝑝𝑒 = = = = 0.67
𝑟𝑢𝑛 𝑥2 − 𝑥1 4𝑠 − 1𝑠 𝑠
165
v
0.67 m/s
a=0
2. Use the concept of calculus to solve the problem.

x (8) = 506.14m

a. x (1) = 1.37 m
b. v = 2m/s

v = 6 m/s, left

d = 7m
166
Activity 3
1. a
a (2) = 0
t
The slope of a horizontal line is always equal to zero.
2.
a
a (4) = -10/3
3. a
a (12) = 0
t
The slope of a horizontal line is always equal to zero.
167
4.
a
a (15) = 5
Prepared by:

David M. Puzon Memorial National High School
168
GENERAL PHYSICS 1
Name: _________________ Grade Level: ________

Date: ___________________ Score:_______________

Velocity vs Time and Acceleration vs Time Graph
Basic Information to the Learner (BIL)
Objects are in motion everywhere we look. Everything from a tennis

game to a space-probe flyby of the planet Neptune involves motion. When you
are resting, your heart moves blood through your veins. And even in nonliving
objects, there is a continuous motion in the vibrations of atoms and molecules.
Questions about motion are interesting in and of themselves: How long
will it take for a space probe to get to Mars? Where will a football land if it is
thrown at a certain angle? But an understanding of motion is also key to
understand other concepts in physics. An understanding of acceleration, for
example, is crucial to the study of force.
We can recall that:

Position In order to describe the motion of an object, you must first be able to
describe its position—where it is at any particular time. More precisely, you
need to specify its position relative to a convenient reference frame. Earth is
often used as a reference frame, and we often describe the position of an object
as it relates to stationary objects in that reference frame.
Displacement If an object moves relative to a reference frame (for example, if

a professor moves to the right relative to a white board or a passenger moves
toward the rear of an airplane), then the object’s position changes. This change
in position is known as displacement. The word “displacement” implies that an
object has moved, or has been displaced.
169
Distance Although displacement is described in terms of direction, distance is
not. Distance is defined to be the magnitude or size of displacement between
two positions. Note that the distance between two positions is not the same as
the distance traveled between them. Distance traveled is the total length of the
path traveled between two positions. Distance has no direction and, thus, no
sign.
Vector Displacement is an example of a vector quantity. A vector is any quantity

with both magnitude and direction.
Scalar A scalar is any quantity that has a magnitude, but no direction. Distance
is an example of a scalar quantity.
Time As discussed in Physical Quantities and Units, the most fundamental

physical quantities are defined by how they are measured. This is the case with
time. Every measurement of time involves measuring a change in some
physical quantity. In physics, the definition of time is simple— time is change,
or the interval over which change occurs. It is impossible to know that time has
passed unless something changes.
Speed In everyday language, most people use the terms “speed” and “velocity”
interchangeably. In physics, however, they do not have the same meaning and
they are distinct concepts. One major difference is that speed has no direction.
Thus speed is a scalar.
Instantaneous Speed It is the magnitude of instantaneous velocity.

Velocity The velocity of an object is the rate of change of its position with
respect to a frame of reference, and is a function of time. It is equivalent to a
specification of an object's speed and direction of motion.
Coordinate Systems for One-Dimensional Motion

In order to describe the direction of a vector quantity, you must designate
a coordinate system within the reference frame. For one-dimensional motion,
170
this is a simple coordinate system consisting of a one-dimensional coordinate
line. In general, when describing horizontal motion, motion to the right is usually
considered positive, and motion to the left is considered negative. With vertical
motion, motion up is usually positive and motion down is negative.
Graph 1
Example Problem 1.0 You drive to a store and return home in
half an hour, and your car’s odometer shows the total distance traveled was 6
km, then your average speed was 12 km/h. Your average velocity, however,
was zero, because your displacement for the round trip is zero. (Displacement
is change in position and, thus, it is zero for a round trip.) Thus, average speed
is not simply the magnitude of average velocity.
Figure 1
During a 30-minute round trip to the store, the total distance traveled is 6 km.
The average speed is 12 km/h. The displacement for the round trip is zero,
since there was no net change in position. Thus the average velocity is zero.
Another way of visualizing the motion of an object is to use a graph. A plot of
position or of velocity as a function of time can be very useful. For example, for
this trip to the store, the position, velocity, and speed-vs.-time graphs are
displayed in the Figure 1. (Note that these graphs depict a very simplified model
171
of the trip. We are assuming that speed is constant during the trip, which is
unrealistic given that we’ll probably stop at the store. But for simplicity’s sake,
we will model it with no stops or changes in speed. We are also assuming that
the route between the store and the house is a perfectly straight line.)
Graph 2
The graph shows you traveled 6.0 km for 15.0 minutes and back to initial
position for 30 minutes.
Graph 3 within 30.0 minutes travel. The

The graph shows that your velocity changed
negative velocity is the changed in direction.
172
Graph 4
The graph shows that your speed is constant within 30.0 minutes travel.
Example Problem 2.0 Calculating Position and Velocity of a Falling Object: A

Rock Thrown Upward A person standing on the edge of a high cliff throws a
rock straight up with an initial velocity of 13.0 m/s. The rock misses the edge of
the cliff as it falls back to earth. Calculate the position and velocity of the rock
1.00 s, 2.00 s, and 3.00 s after it is thrown, neglecting the effects of air
resistance.
Solutions for the remaining time is given.

Table 1
Time (t) Position (y) Velocity (v) Acceleration (a)
1.00s 8.10 m 3.20 m/s -9.80 m/s2
2.00s 6.40 m -6.60 m/s -9.80 m/s2
3.00s -5.10 m -16.4 m/s -9.80 m/s2
173
We can plot the graphs as follows.
Table 2
Time (t) 2 Position (y)
1.00s 8.10 m
2.00s 6.40 m
3.00s -5.10 m
Graph 5
Table 3
Time (t) 333323
Velocity (v)
1.00s 3 3.20 m/s
2.00s 2 -6.60 m/s
3.00s -16.4 m/s
Graph 6
Table 4
Time (t) Acceleration(a)
333323
1.00s 3 -9.80 m/s2
2.00s 2 -9.80 m/s2
3.00s -9.80 m/s2
Graph 7
174
At 1.00 s the rock is above its starting point and heading upward, since
y1 and v1 are both positive. At 2.00 s, the rock is still above its starting point,
but the negative velocity means it is moving downward. At 3.00 s, both y 3 and
v3 are negative, meaning the rock is below its starting point and continuing to
move downward. When the rock is at its highest point (at 1.5 s), its velocity is
zero, but its acceleration is still -9.8 m/s2.
The values for y are the positions (or displacements) of the rock, not the total
distances traveled. Free-fall applies to upward motion as well as downward.
Both have the same acceleration – the acceleration due to gravity, which
remains constant the entire time.
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_GP12KIN-Ib-16)
175
Activity 1 – PLOT ME GOOD
Directions: Given number 1 is done for you. Construct a graph of what is
asked
1. A car traveled for 50 seconds. We start our clock, and once every 10 s
we note the car’s position. As you can see from Figure 2, the car moves
to the right during the first 10 s of motion, from position A to position B.
After B, the position values begin to decrease, suggesting the car is
backing up from position B through position F. In fact, at D, t=30.0 s after
we start measuring, the car is at the origin of coordinates. It moves
continuously to the left and is more than 50 m to the left of x=0 when we
stop recording information after our sixth data point. Construct a position
vs time graph.
Table 5
Position T (s) X (m)
333323
A 0 30
B 310 52
C 20 38
D 2 30 0
E 40 -37
F 50 -53
Figure 2
2. A train is moving at a constant speed and suddenly slows to a stop from

a speed of 30.0 km/h in 8.00 s. What is its average acceleration while
stopping? Construct a velocity vs time and acceleration vs time graph.
176
3. A velocity–time graph for an object moving along the x axis is shown in
figure below. Calculate the average acceleration between various points
, O and A, A and B, B and C.
Figure 3
4. Below is a velocity (m/s) vs. time (s) graph for an object moving
horizontally in one dimension. For each time interval, explain what is
happening to the object’s (a) Velocity, (b) Speed, (c) Acceleration, and
(d) Displacement.
Figure 4
Table 6
333323
Interval Velocity Speed Acceleration Displacement
0-A
3
A-B
B-C
2
C-D
D-E
E-F
F-G
177
5. Use the graph to find the average velocity from: (a) 0 s to 2 s (b) 2 s to
4 s.
Figure 5
Reflection:
1. I learned that ____________________________________________

________________________________________________________
_______________________________________________________
2. I enjoyed most on __________________________________________

________________________________________________________
________________________________________________________
3. I want to learn more _______________________________________

________________________________________________________
_______________________________________________________
178
References:
Curriculum Guide in General Physics
Giancoli, Douglas C. , Physics for Scientists and Engineers with Modern
Physics, Third Edition
Walker. (2009) Physics 111.01.Lecture 4 . Motion Examples with Acceleration
Motion
Serwey. Jewett. , Physics for Scientists and Engineers with Modern Physics,
Ninth Edition
Johansson. (2016) Kinematics
179
Answer Key:
Activity 1 PLOT ME GOOD
1.
2. We use the formula for average acceleration 𝒂 ̅ = 𝚫𝒗/𝚫𝐭.

Let 𝚫𝒗 =30.0 mi/h = 13.41 m/s and 𝚫𝐭=8.00 s then substitute.
𝒂 ̅ = 13.41 m/s /8.00 = −1.04 m/s2 . The negative sign indicates the
deceleration of the vehicle.
180
3. We use the formula 𝑎̅ = Δ𝑣 Δ𝑡
Between points O and A
𝑎̅ = Δ𝑣 Δ𝑡 = (2 𝑚/𝑠 − 0 𝑚/𝑠)/( 1 𝑠 − 0 𝑠) = (2 𝑚/𝑠 )/1 𝑠 = 2 𝑚/𝑠2
Between points A and B
𝑎̅ = Δ𝑣 Δ𝑡 = (4 𝑚/𝑠 − 2 𝑚/𝑠)/( 2.5 𝑠 − 1 𝑠) = (2 𝑚/𝑠 )/1.5 𝑠 = 1.33 𝑚/𝑠2
Between points B and C
𝑎̅ = Δ𝑣 Δ𝑡 = (3 𝑚/𝑠 − 4 𝑚/𝑠)/( 3.5 𝑠 – 2.5 𝑠) = (-1 𝑚/𝑠 )/1 𝑠 = -1 𝑚/𝑠2
4.
5. We use the formula Δ𝑣 = Δx/ Δ𝑡

a.) Δ𝑣 = Δx/ Δ𝑡 = 10m / 2s =5 m/s
b.) a.) Δ𝑣 = Δx/ Δ𝑡 = (5m - 10m) / 2s = 2.5 m/s
prepared by:
Divine Mae C. Tumbali

Lallo National High SChool
181
GENERAL PHYSICS 1
Name: _________________ Grade Level: ________

Date: ___________________ Score:_______________

Uniformly Accelerated Motion and Free Fall Motion
Basic Information to the Learners (BIL)
Many practical situations occur in which the acceleration is constant or

close enough that we can assume it is constant. The acceleration due to gravity
on the Earth’s surface is a good example. We can treat this situation when the
magnitude of the acceleration [a= constant] and the motion of a body is in a
straight line (vertical or horizontal). In this case, the instantaneous and average
acceleration are always if not almost equal.
We can derive four equations relating position (x), velocity (v),
acceleration (a), and time (t) in considering that acceleration is constant or near
constant.
Note: Constant acceleration ⇒ 𝑎 ̅ = 𝑎 at all times.
𝑎 ̅ = 𝑎 = Δv /Δt = (v− v0)/(t− t0)
let t0 = 0s ⇒ 𝑎 = (𝑣−𝑣0)/ 𝑡 ⇒ 𝑣 = 𝑎𝑡 + 𝑣0
By mathematical definition: 𝑣̅ = (𝑣+ 𝑣0)/ 2 (→ midpoint of a line) and by
a physics definition 𝑣̅ = Δ𝑥 /Δ𝑡 ⇒ (𝑣+ 𝑣0) 2 = ½ (𝑣 + 𝑣0) = (𝑥− 𝑥0)/
𝑡 ⇒ 𝑥 = = ½ [(𝑣 + 𝑣0)𝑡] + 𝑥0
Substitute 𝑣 = 𝑎𝑡 + 𝑣0 into the above result to yield:
𝑥 = ½ [(𝑎𝑡 + 𝑣0 + 𝑣0)𝑡] + 𝑥0 = ½ (𝑎𝑡 +2 𝑣0)𝑡] + 𝑥0 ⇒ 𝑥 = ½ (𝑎𝑡2 + 𝑣0𝑡 + 𝑥0)
Note that: 𝑣 = 𝑎𝑡 + 𝑣0 ⇒ 𝑡 = (𝑣− 𝑣0)/ 𝑎
Substitute the above equation into 𝑥 = ½[(𝑣 + 𝑣0)𝑡] + 𝑥0
to yield Δ𝑥 = ½ {(𝑣 + 𝑣0)/[(𝑣− 𝑣0)/ 𝑎]} ⇒ 2𝑎Δ𝑥 = (𝑣 + 𝑣0)(𝑣 − 𝑣0) = 𝑣2 + 𝑣02
⇒ 𝑣2 = 2𝑎Δ𝑥 + 𝑣02
182
Note also that the use of the x direction in these derivations was completely
arbitrary. Therefore, these equations apply for the y-direction as well.
The Kinematics Equations Summarized:
1. 𝑣= 𝑣0 + at [a= constant]
2. 𝑥= 𝑥0 + 𝑣0t + ½ at2 [a= constant]
3. 𝑣2 = 𝑣02 + 2a (𝑥 - 𝑥0) [a= constant]
4. 𝒗 = (𝑣 + 𝑣0)/ 2 [a= constant]
Remember that most often, these equations are used to describe either
horizontal or vertical motion and acceleration must be constant.
Don’t Forget Your Basic Definitions Either:
1. 𝚫𝒙 = 𝒙−𝒙𝟎
2. 𝒗 ̅ = 𝚫𝒙/𝚫𝐭
3. 𝒂 ̅ = 𝚫𝒗/𝚫𝐭
A Reminder of What the Variables Mean:
𝑥0 Initial position
𝑥 Final position
Δ𝑥 Displacement
𝑣0 Initial Velocity
𝑣 Final Velocity
𝑣̅ Average Velocity
𝑎 Acceleration
𝑡 Time
For free fall, always consider the objects moving under the influence of
only the force of Earth gravity. Force of Earth, gravity on object of mass, m
located near surface of Earth has size mg and a direction pointing toward the
center of the Earth. Gravity is constant acceleration of g = 9.80 m/s2 = 9.80
N/kg.
Newton’s Second Law says acceleration of mass m produced by force
of size F is given by a = F/m with the same direction that the force has. The
amount of acceleration of a mass m produced by a force of size F = mg would
be a = F/m = (mg)/m = g.
183
The Learning Activity Sheets are provided to help you master solving for
unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion.
Learning Competencies:
Solve for unknown quantities in equations involving one-dimensional uniformly
accelerated motion, including free fall motion (STEM_GP12KIN-Ib-17)
Activity 1 – WORD SEARCH

Directions: For a quick review, search and color the quantities in relation to
motion being described in the sentences below. The answers may be found
horizontally, vertically or diagonally.
1. A vector quantity that is defined as the rate at which an object
changes its velocity
2. The change in position of an object with respect to its surroundings
in a given interval of time
3. The condition of unrestrained motion in a gravitational field
4. Strength or energy as an attribute of physical action or movement.
5. The force that attracts a body toward the center of the earth, or
toward any other physical body having mass.
r B C T R x S D E F g H i J K L
c V E L O c i T Y R O T i N R H
s T R F X n T C T N u r m D K I
c H I M E l E N S O n P F R P J
o F A C C e L E R A t I O n S L
e M C A R e T y t I V a R g M S
c O R N E a R E M X v Y c O X K
g T H Y P e R O L I a F E e R F
184
Activity 2 - CONNECT ME
Directions: The quantities in relation to motion are found in column A while
their equivalent SI units are found in column B. Draw a line to connect the parts
with their respective units.
Column A Column B
1. Acceleration a. m/s2
2. Velocity b. km/s2
3. Speed c. m2/s2
4. Gravity d. m/s
5. Time e. km/h
f. s
Activity 3 – SOLVE FOR ME

Directions: Solve for what is asked using the given basic four formulas for
solving uniformly acceleration motion.
1. RUNWAY DESIGN. You are proposing an airport for small scale planes.
One kind of airplane that might use this airfield must reach a speed
before takeoff at least 25.4 m/s and can accelerate at 2.00 m/s 2 a.) If the
runway is 125.0 m long, can the airplane reach enough speed to take
off? b.) If not, what minimum length of the runway must have for the
airplane to take off?
125 m
185
2. ACCELERATION OF A CAR. How long does it take a car to cross a 35.0
m- wide intersection after the light turns green if it accelerates at a
constant 2.00 m/s2 ?
a= 2.00 m/s2
Xo = 0 X = 30.5 m
V0 = 0
3. FALLING FROM A TOWER. Suppose that a ball is dropped from a tower

85.0 m high. How far will it have fallen after 1.00 s, 2.00 s, 3.00 s, and
4.00 s?
1s
2s
80.5 m 3s
4s
5s
186
4. THROWN DOWN FROM A TOWER. Suppose the ball is thrown
downward with an initial velocity of 2.00 m/s2 , instead of being dropped.
a.) What then would be its position after 1.00 s and 2.00 s? b.) What
would be its speed after 1.00 s and 2.00 s? Compare the speeds of the
ball.
V=2.00 m/s2
v and y @ 1.00s
v and y @ 2.00s
5. BALL THROWN UPWARD. Zacku throws a ball upward into the air with
an initial velocity of 12.0 m/s . Calculate a.) how high it goes and b.) how
long the ball is in the air before it comes down to his hand.
187
6. BALL THROWN UPWARD AT THE EDGE OF CLIFF. Zacku is standing
at the edge of a 70.0 m high cliff, so the ball can fall to the base of the
cliff. a.) How long does it take the ball thrown at 20.0 m/s to reach the
base of the cliff? b.) What is the total distance traveled by the ball?
70.0 m
7. HIT THE BRAKES. Man driving at velocity 𝑣0 suddenly sees stopped

truck 200.0 m ahead. He applies brakes and slows with an acceleration
of -10 m/s2, just missing truck. a.) What was 𝑣0? b.) How long did it take
to stop?
a= -10 m/s2
V0 X= 200m
188
8. HAPPY GRADUATION. Upon graduation, a joyful student throws her
cap straight up in the air with an initial speed of 17.5 m/s. (Neglect air
resistance.) a.) When does cap reach its highest point?
ymax =?
t= ?
a=?
9. A ball is in free fall. Its acceleration is:

a. downward during both ascent and descent
b. downward during ascent and upward during descent
c. upward during ascent and downward during descent
d. upward during both ascent and descent
10. A 10.0 kg rock and 30.0 kg rock are dropped from the same height and
experience no significant air resistance. If it takes the 30.0 kg rock a time T
to reach the ground, what time will it take the 10.0 kg rock to reach the
ground?
189
Reflection:
1. I learned that _____________________________________________
________________________________________________________
________________________________________________________
_______________________________________________________
2. I enjoyed most on _________________________________________

________________________________________________________
________________________________________________________
________________________________________________________
_______________
3. I want to learn ____________________________________________

________________________________________________________
________________________________________________________
________________________________________________________
_______________
190
References:
Motion
Nicklin, R.C. (1997). Kinematics of Tailgating. The Physics Teacher
191
Answer Key:
Activity 1- Word Search
1. Acceleration
2. Velocity
3. Free Fall
4. Force
5. Gravity
Activity 2 – Connect Me
1. A
2. D
3. D
4. A
5. F
Activity 3- Solve for Me

1. We use the formula 𝑣2 = 𝑣02 + 2a 𝚫𝒙
Let 𝑣02 = 0 m/s , a = 2 m/s2 𝚫𝒙= 125.0 m then substitute.
𝑣2 = 0 m/s + 2(2 m/s2 ) (125.0 m) = 10.08 m/s So the answer for
question (a) is NO
Now we find the minimum length by using the formula 𝑣2 = 𝑣02 + 2a (𝑥 -
𝑥0) . Let 𝑣2 = 25.4 m/s then substitute.
25.4 m/s = 0 m/s + 2(2 m/s2 ) 𝚫𝒙 ⇒ 𝚫𝒙= 161.29 m
2. We use the formula 𝑥 = 𝑥0 + 𝑣0t + ½ at2
We let 𝑣0 = 0 m/s , 𝑥0 = 0 , 𝑥 = 35m and a =2 m/s2 then we susbstitute.
35m = 0 + (0 m/s) t + ½ (2 m/s2 ) t2 ⇒ t2 = 35 s2 ⇒ t = 5.92 s
3. We use the formula y = y0 + 𝑣0t + ½ at2 we use y instead of x since it is
in vertical motion. Let y0 = 0 , 𝑣 0 = 0 , so we can get the formula y = ½ at2
then we substitute for every t.
y1 = ½ (9.8 m/s2)(1.00s)2 ⇒ y1 = 4.9 m
y2 = ½ (9.8 m/s2)(2.00s)2 ⇒ y2=19.6 m
y3 = ½ (9.8 m/s2)(3.00s)2 ⇒ y3= 44.1 m
y4 = ½ (9.8 m/s2)(4.00s)2 ⇒ y4=78.4 m
4. We use the formula y = y0 + 𝑣0t + ½ at2 and let y0 = 0 so we can get the
formula y = 𝑣0t + ½ at2 . Let 𝑣0 = 2 m/s for every t then we substitute.
192
y1 = (2 m/s)(1.00s) + ½ (9.8 m/s2 )(1.00s)2 ⇒ y1 = 6.9 m
y2 = (2 m/s)(2.00s) + ½ (9.8 m/s2 )(2.00s)2 ⇒ y2 = 23.6 m
We calculate the speed using the formula 𝑣= 𝑣0 + at then we substitute
for every t.
𝑣1 = (2 m/s s) + (9.8 m/s2)(1.00s) ⇒ 𝑣 1 = 11.8 m/s
𝑣2 = (2 m/s s) + (9.8 m/s2)(2.00s) ⇒ 𝑣 2 = 21.6 m/s
5. We use the formula 𝑣2 = 𝑣02 + 2a (y - y0), we use y instead of x since it

is a vertical motion. Let y0 = 0 so we can derive the formula 𝑣2 = 𝑣02 +
2ay
⇒ y = (𝑣2 - 𝑣02 )/ 2a . Given that 𝑣0 = 12.0 m/s we can calculate.
y = (0 – (12.0 m/s)2 )/2(9.8 m/s2) ⇒ y =7.35 m
We can calculate for t using the formula y = 𝑣0t + ½ at2 .
y = (12 m/s)t + ½ (9.8 m/s2 )t2
t=0 , t = 2.45 s
6. We use the formula y = 𝑣0t + ½ at2 in obtaining t.
-70.0 m = (20.0 m/s)t + ½ (9.8 m/s2 )t2 ⇒ t =6.37 s

In getting the total distance traveled we use the formula
y = (𝑣2 - 𝑣02 )/ 2a. Let 𝑣 = 0 the we substitute.
y = (0 – (20.0 m/s)2 )/2(9.8 m/s2) ⇒ y =20.4 m
ytotal = 20.4m (up) + 20.4m (down) + 70.0m (height of the cliff) = 110.8
m

Let 𝑣= 0 m/s, a = -19 m/s2 then substitute.
𝑣2 = 𝑣02 + 2a 𝚫𝒙 ⇒ 0= 𝑣02 + (-10 m/s2)(200m) ⇒ 𝑣0= 63 m/s
Time to stop?
𝑣= 𝑣0 + at ⇒ 0= 63 m/s + (-10 m/s2) t ⇒ t = 6.3 s
8. We use the formula 𝑣= 𝑣0 + at
𝑣= (0 m/s) -(14.7 m/s) / -9.8 m/s2 = 1.5 s
9.c
10. It is still T because there is no mass dependence for falling objects
considering that there is no air resistance.
193
prepared by:

194
GENERAL PHYSICS 1
Name: ________________ Grade Level: ________
Date: __________________ Score:_______________
One Dimensional Motion for Uniformly Accelerated
Motion
Basic Information to the Learner (BIL)
We have discussed in detail the graphical side of kinematics, but now

let’s focus on the equations. The goal of kinematics is to mathematically
describe the trajectory of an object over time. To do that, we use four main
equations.
The choice of which equation you use in a given situation depends on

what you know beforehand. Sometimes it is necessary to use two of these
equations to solve for two unknowns. You should recognize that the quantities
that vary during the motion are position xf , velocity vxf , and time t. You will
gain a great deal of experience in the use of these equations by solving a
number of exercises and problems.
Many times you will discover that more than one method can be used to obtain
a solution. Remember that these equations of kinematics cannot be used in a
situation in which the acceleration varies with time. They can be used only
when t he acceleration is constant.
It is well known that, in the absence of air resistance, all objects dropped
near the Earth’s surface fall toward the Earth with the same constant
acceleration under the influence of the Earth’s gravity. So the equations can be
applied to.
195
The Kinematics Equations Summarized:
5. 𝑣= 𝑣0 + at [a= constant]
6. 𝑥= 𝑥0 + 𝑣0t + ½ at2 [a= constant]
7. 𝑣2 = 𝑣02 + 2a (𝑥 - 𝑥0) [a= constant]
8. 𝒗 = (𝑣 + 𝑣0)/ 2 [a= constant]
Don’t Forget Your Basic Definitions Either:

4. 𝚫𝒙 = 𝒙−𝒙𝟎
5. 𝒗 ̅ = 𝚫𝒙/𝚫𝐭
6. 𝒂 ̅ = 𝚫𝒗/𝚫𝐭
A Reminder of What the Variables Mean:

𝑥0 Initial position
𝑥 Final position
Δ𝑥 Displacement
𝑣0 Initial Velocity
𝑣 Final Velocity
𝑣̅ Average Velocity
𝑎 Acceleration
𝑡 Time
Imagine a moving object that can be modeled as a particle. If it begins

from position xi and initial velocity vxi and moves in a straight line with a constant
acceleration ax, its subsequent position and velocity.
Here are some examples.

 a runner at a constant rate along a straight path
 an object on which a constant net force acts
 a dropped object in the absence of air resistance
 a charged particle in a uniform electric field
Example 1.1 Run for Science

A kinesiologist is studying the biomechanics of the human body. She
determines the velocity of an experimental subject while he runs along a
straight line at a constant rate. The kinesiologist starts the stopwatch at the
moment the runner passes a given point and stops it after the runner has
196
passed another point 20.0 m away. The time interval indicated on the stopwatch
is 4.0 s. (A) What is the runner’s velocity?
We model the moving runner as a particle because the size of the runner and
the movement of arms and legs are unnecessary details. Because the problem
states that the subject runs at a constant rate, we can model him as a particle
under constant velocity. We can use Equation 2 on the basic equations to find
the constant velocity of the runner.
Equation 2.
𝒗 ̅ = 𝚫𝒙/𝚫𝐭 ⇒ 𝒗 ̅ = (𝒙 – 𝒙0 )/(𝐭 – 𝐭0) ⇒ 𝒗 ̅ = (20 m- 0 )/(4.0 s – 0s) = 5 5.0

m/s
Example 2.1 Carrier Landing

A jet lands on an aircraft carrier at a speed of 140.0 mi/h . (A) What is its
acceleration (assumed constant) if it stops in 2.0 s due to an arresting cable
that snags the jet and brings it to a stop?
You might have seen movies or television shows in which a jet lands on an
aircraft carrier and is brought to rest surprisingly fast by an arresting cable. A
careful reading of the problem reveals that in addition to being given the initial
speed of 140.0 mi/h which we can convert to 63.0 m/s ( 140.0 mi/h x 1h/60min
x 1min/60s x 1.609km/1mi x 1000m/1km) for we need standard units for the
solution, we also know that the final speed is zero as it stops. Because the
acceleration of the jet is assumed constant, we model it as a particle under
constant acceleration. We define our x axis as the direction of motion of the jet.
Notice that we have no information about the change in position of the jet while
it is slowing down.
Solution A. Equation 1 is the only equation in the particle under constant

acceleration model that does not involve position, so we use it to find the
acceleration of the jet, modeled as a particle:
Equation 1.
𝑣= 𝑣0 + at ⇒ a= (𝑣-𝑣0 )/t ⇒ a= (0-63 m/s)/ 2.0 s ⇒ a= -32 m/s2

Solution B. Use Equation 2 to solve for the final position.
197
Equation 2.
𝑥= 𝑥0 + 𝑣0t + ½ at2 ⇒ 0 + 1/2 (63 m/s + 0)(2.0) = 63m

Example 3.1 Throw like a Pro
A stone thrown from the top of a building is given an initial velocity of 20.0 m/s
straight upward. The stone is launched 50.0 m above the ground, and the stone
just misses the edge of the roof on its way down as shown.
(A) Using tA = 0 as the time the stone leaves the thrower’s hand at position A,
determine the time at which the stone reaches its maximum height.
You most likely have experience with dropping objects or throwing them upward
and watching them fall, so this problem should
describe a familiar experience. Recognize that
the initial velocity is positive because the stone
is launched upward. The velocity will change
sign after the stone reaches its highest point, but
the acceleration of the stone will always be
downward so that it will always have a negative
value. Choose an initial point just after the stone
leaves the person’s hand and a final point at the
top of its flight.
Use Equation 1 to calculate the time at which

the stone reaches its maximum height:
Equation 1.
𝑣= 𝑣0 + at ⇒ t = (𝑣 -𝑣0 )a ⇒ t = (0 - 20.0
m/s)/ 9.80 m/s2 ⇒ t = 2.04s
(B) Find the maximum height of the stone

Set yA = 0 and substitute the time from part
(A) into Equation 2 to find the maximum
height
198
Equation 2.
y= y0 + v0t + ½ at2 ⇒ y= 0 + (20.0 m/s2)( 2.04 s) + 1/ 2(9.80 m/s2 )( 2.04 s)2

⇒ y= = 20.4 m
(C) Determine the velocity of the stone when it returns to the height from
which it was thrown.
Substitute known values into Equation 3.
𝑣2 = 𝑣02 + 2a (y - y0) ⇒ 𝑣2 =(20.0 m/s)2 + 2(-9.80 m/s2)(0 - 0) ⇒ 𝑣2 = 400 m2/s2
⇒ 𝑣 = -20.0 m/s
(D) Find the velocity and position of the stone at t = 5.00 s

Use Equation 2 to find the position of the stone at t = 5.00 s:
y= y0 + v0t + ½ at2 ⇒ y= 0 + (20.0 m/s)(5.00 s) + 1/2(-9.80 m/s2)(5.00 s)2
⇒ y= 222.5 m
These assumptions for One-Dimensional Motion Involving Gravity will be very
helpful.
 Straight up and down motion with no air resistance or friction – means
the velocity, if any, is vertical.
 If the object is dropped, we know the initial velocity is zero.
 Once the object has left contact with whatever held or threw it, the
object is in free-fall.
 Under these circumstances, the motion is one-dimensional and has
constant acceleration of magnitude g.
 We also represent vertical displacement with the symbol y and use x
for horizontal displacement.
Solve problems involving one-dimensional motion with constant acceleration in
contexts such as, but not limited to, the “tailgating phenomenon”, pursuit, rocket
launch, and free- fall problems (STEM_GP12KIN-Ib-19)
199
Activity 1 – SOLVE FOR ME
Directions: Solve for what is asked using the given basic four formulas for
solving uniformly acceleration motion.
1.One drop of oil falls straight down onto the road from the engine of a moving
car every 5 s. The figure below shows the pattern of the drops left behind on
the pavement. What is the average speed of the car over this section of its
motion? (a) 20 m/s (b) 24 m/s (c) 30 m/s (d) 100 m/s (e) 120 m/s
2.A skateboarder starts from rest and moves down a hill with constant
acceleration in a straight line, traveling for 6 s. In a second trial, he starts from
rest and moves along the same straight line with the same acceleration for only
2 s. How does his displacement from his starting point in this second trial
compare with that from the first trial? (a) one-third as large (b) three times larger
(c) one-ninth as large (d) nine times larger
3.A pebble is released from rest at a certain height and falls freely, reaching an
impact speed of 4 m/s at the floor. Next, the pebble is thrown down with an initial
speed of 3 m/s from the same height. What is its speed at the floor? (a) 4 m/s
(b) 5 m/s (c) 6 m/s (d) 7 m/s (e) 8 m/s
4.The minimum distance required to stop a car moving at 35.0 mi/h is 40.0 ft. What
is the minimum stopping distance for the same car moving at 70.0 mi/h, assuming
the same rate of acceleration?
200
5.NO TO TAILGATING. Assume that two Sedan Ford are travelling along a
highway at 97.0 km/h. The front car slams on its brakes. Knowing the reaction
time of the second driver 0.45 s, determine the minimum distance that the second
Sedan should have been behind the first to avoid a rear end collision. Consider
the deceleration of L Sedan Ford as 9.0 m/s2 .
V=97 km/h x V=97 km/h
201
6. LAUNCH ME NOW. A toy rocket is launched vertically from ground level at time t
= 0 s. The rocket engine provides constant upward acceleration during the burn
phase. At the instant of engine burnout, the rocket has risen to 49.0 m and acquired
an upward velocity of 60.0 m/s. The rocket continues to rise with insignificant air
resistance in unpowered flight, reaches maximum height, and falls back to the
ground. What is the closest maximum height reached by the rocket?
ymax = ?
50 m
202
Reflection:
1. I learned that __________________________________________

_______________________________________________________
_______________________________________________________
2. I enjoyed most on _______________________________________
________________________________________________________
_______________________________________________________
3. I want to learn more _______________________________________
_______________________________________________________
________________________________________________________
203
References:
Motion
Nicklin, R.C. (1997). Kinematics of tailgating. The Physics Teacher
Serweyy. Jewwet., Physics for Scientists and Engineers with Modern Physics,
Ninth Edition
204
Answer Key:
Activity 1- Solve for Me
1. The time elapsed for the falling five oil drops is t= 5T where T is the
needed time for falling of one oil drop. Let us substitute 5s for the
equation.
t= 5(5s) ⇒ t= 25s
Then we use our basic formula for average velocity 𝒗 ̅ = 𝚫𝒙/𝚫𝐭

𝚫𝒙= 600m.
Substitute.
𝒗 ̅ = 600m/25s ⇒ 𝒗 ̅ = 24 m/s (b)
2. To calculate first the distance traveled by the skateboarder we use the

formula 𝑥= 𝑣0t + ½ at2
For the first trial let 𝑣0 = 0 m/s, t = 6s then substitute.
𝑥= (0 m/s)(6s) + ½ a(6)2 ⇒ 𝑥= 18a
For the second trial let 𝑣0 = 0 m/s, t = 2s then substitute.
𝑥= (0 m/s)(2s) + ½ a(2)2 ⇒ 𝑥= 2a
18a:2a = 9a:a which is (c) one-ninth as large
3. We use the formula 𝑣2 = 𝑣02 + 2a 𝚫𝒙 and first identify 𝚫𝒙 at the first

fall.
Let 𝑣0 = 0 m/s, 𝑣2 = 4 m/s , a= 9.8 m/s2 t then substitute.
4 m/s = 0 m/s + 2(9.8 m/s2 )𝚫𝒙 ⇒ 𝚫𝒙 = 0.816m
Now we can calculate for 𝑣 final .Let 𝑣0 = 3 m/s then substitute.
𝑣2 = (3 m/s) + 2(9.8 m/s2 )( 0.816m) ⇒ 𝑣2 = 25 m2/s2 ⇒ 𝑣 = 5 m/s (b)
Let 𝚫𝒙 = 40 ft = 12.192m , 𝑣0 = 35.0 mi/h = 15.64 m/s and 𝑣 = 0 m/s

then substitute.
(0 m/s) 2 = (15.64 m/s )2 + 2a(12.192m) ⇒ a = 7.11 m/s2
205
(b) 1.60 m/s (c) 0.800 m/s
5. Let us first calculate the distance the first car stops at. We use the
formula 𝑣2 = 𝑣02 + 2a 𝚫𝒙 .
Let a = - 9.8 m/s2 , 𝑣0 = 97.0 mi/h = 27.0 m/s and 𝑣 = 0 m/s then
substitute.
(0 m/s) 2 = (27.0 m/s )2 + 2(-9.8 m/s2) 𝚫𝒙 ⇒ 𝚫𝒙 = 41 m/s
Now we can calculate for the distance of the second car. We use the
formula 𝑥 = 𝑣0t + ½ at2
Let t = 45s then substitute.
𝑥 = (27.0 m/s )(45s) + ½ (-9.8 m/s2)(45s)2 ⇒ 𝒙 = 12m + 41m ⇒ 𝒙

= 53m
6. First we need to find a (acceleration) using the formula 𝑣2 = 𝑣02 + 2a

𝚫y. Let 𝑣0 = 0 m/s , 𝑣 = 60 m/s and 𝚫y = 49m then substitute.
(60 m/s )2 = (0 m/s)2 + 2a (49m) ⇒ a = 36.7 m/s2
Now we find the remaining distance traveled to maximum height using

the same formula by letting 𝑣 = 0 m/s , 𝑣0 = 60 m/s and a = -9.8 m/s2
then substitute.
(0 m/s)2 = (60 m/s 2 + 2(-9.8 m/s2) 𝚫y ⇒ 𝚫y = 183.7 m
Then we add to calculate the maximum height .
y = 49m + 183.7m ⇒ y =233m
prepared by:

206
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________
THE CONCEPT OF RELATIVE VELOCITIES IN ONE AND TWO

DIMENSIONS
ONE DIMENSION
It means that the individual motions of the object and observers are
along a straight line with only two possible directions of motion.
Hints on Solving Problems

I. Foremost thing in solving problems of relative motion is about
visualizing measurement. If we say a body "A" has relative velocity
"v" with respect to another moving body "B", then we simply mean
that we are making measurement from the moving frame (reference)
of "B".
II. The concept of relative velocity applies to two objects. It is always
intuitive to designate one of the objects as moving and other as
reference object.
III. It is helpful in solving problem to make reference object stationary by
applying negative of its velocity to both objects. The resultant velocity
of the moving object is equal to the relative velocity of the moving object
with respect to reference object.
A. Example: Two cars, standing a distance apart, start

moving towards each other with speeds 1 m/s and 2 m/s
along a straight road. What is the speed with which they
approach each other?
207
B. Solution: Let us consider that "A" denotes Earth, "B"
denotes first car and "C" denotes second car. The equation
of relative velocity for this case is:
⇒ vCA = vBA + vCB

vBA = 1m/s
vCA = −2m/s
vCA = vBA + vCB
⇒ −2 = 1 + vCB ⇒ vCB = −2 − 1 = −3m/s
This means that the car "C" is approaching "B" with a speed of -3
m/s along the straight road. Equivalently, it means that the car "B"
is approaching "C" with a speed of 3 m/s along the straight road.
We, therefore, say that the two cars approach each other with a
relative speed of 3 m/s.
RELATIVE VELOCITY
Interpretation of the Equation of Relative Velocity

208
The important aspect of relative velocity in one dimension is that velocity
has only two possible directions. Do not use vector notation to write or evaluate
equation of relative velocities in one dimension. The velocity, therefore, can be
treated as signed scalar variable; plus sign (+) indicating velocity in the
reference direction and minus sign (-) indicating velocity in opposite to the
reference direction.
TWO DIMENSIONS
Steps to remember on how to solve Two Dimensional problems:
I. Read the problem carefully. At this point you need to determine if

we have a case 1 or case 2 problem.
A. Case 1: The object of interest is compared to a moving
surface or medium, for example a boat in a river or a
balloon in the wind.
B. Case 2: The object of interest is compared to another
moving
i. Example: A large panel van has a velocity of 30

m/s at 20° S of E in still air. A gust of wind of 20
m/s due East relative to the Earth strikes the van.
What is the resultant velocity of the van relative to
the Earth, during the gust?
ii. ANSWER: The van is the object of interest and is
affected by a moving medium, the wind. The speed
of the wind (air) is relative to the Earth. The speed
of the van is relative to the air.
II. Identify what you are looking for. This means you must read the
problem and determine the velocity you need to find and its
reference frame.
A. Example: A large panel van has a velocity of 30 m/s at

20° S of E in still air. A gust of wind of 20 m/s due East
209
relative to the Earth strikes the van. What is the resultant
velocity of the van relative to the Earth, during the gust?
B. ANSWER: The velocity of the van to the earth. We write
this using subscripts vvE. The first letter of the subscript
identifies the object, “v” means van. The second letter
of the subscript identifies the frame of reference, “E”
means Earth. Literally translated “vvE” means “the
velocity of the van relative to the Earth.”
III. Determine the velocities of all important objects / surfaces. This

means you must read the problem and identify all the listed
velocities, again paying attention to the subscripts.

B. ANSWER: We are given the velocity of the van to the air.
vva = 30 m/s at 20° S of E. Also, we are given the velocity
of the air to the Earth. vaE = 20 m/s E. Note the subscript
“a” here means air.
IV. Write the vector addition equation to solve your problem. Below is a
template equation. The subscripts in the answer match the extreme
subscripts in the added velocities. The inner subscripts, of the
added velocities, ought to match each other.
210
relative to the Earth strikes the van. What is the
resultant velocity of the van relative to the Earth, during
the gust?
B. Answer:
It is worth pointing out now that we know Vva = 30 m/s at 20°

S of E, and VaE = 20 m/s E.
V. Draw a labelled tip to tail diagram based on the vector equation you
wrote.

relative to the Earth strikes the van. What is the
resultant velocity of the van relative to the Earth, during
the gust?
B. Answer:
VI. Solve the problem using component method.
211
B. Answer: Component method.
Vector (v) and angle (ɵ) X-component Y-compomponent

vx = vcosɵ vy = vsinɵ
Vva = 30 m/s, 20° Vvax = 28.19 Vvay = -10.26
VvE = 20 m/s, 0° Vvax = 20 VvEy = 0
Resultant VvEx = 48.19 VvEy = -10.26
VVe= √vvEx2 + vvEy2 = √ (48.19m/s)2 + (-10.26m/s)2 = 49.3m/s

ɵ = tan-1(vvEy / vvEx) = tan-1(-10.26/48.19) = 12.00 S of E
Describe motion using the concept of relative velocities in 1D and 2D
(STEM_GP12KIN-Ic20)

Directions: Analyze and solve the problems correctly. Use the rubrics as your
guide in answering.
1. A jet cruising at a speed of 1000 km/hr ejects hot air in the opposite
direction. If the speed of hot air with respect to Jet is 800 km/hr, then
find its speed with respect to ground.
2. You are crossing a river on a ferry. Assume there is no current in the
river (that is, the water is at rest with respect to the shore). The ferry is
traveling at a constant velocity of 7.0 m/s north with respect to the
shore, while you are walking at a constant velocity of 3.0 m/s south
212
relative to the ferry. What is the ferry’s velocity relative to you? What is
your velocity relative to the shore?
3. U-531 fires a torpedo at a freighter in the North Atlantic. The torpedo
travels at 27 knots NW. The freighter travels at 7 knots 30° S of E. What
is the velocity of the torpedo relative to the freighter?
Scoring Rubric for Problem Solving
Criteria
and 5 4 3 2 1
Rating
Strategic Approach Valid Valid Invalid Little or no

Approach chosen is approach with Approach with approach that understanding
clearly minor errors multiple errors demonstrates of how to
shown, that don’t that impede little approach the
clearly disrupt understanding. understanding problem.
written and understanding. of the
all elements problem.
are valid.
Appropriate Appropriate Appropriate At least one Little or no
concepts that concepts that concepts are concept understanding
are fully are mostly identified, but identified but about the
understood, understood not employed unable to lesson
Physics clearly stated but employed or understood demonstrate concepts.
Concepts and with errors. understanding.
employed
correctly.
Mathematical Correct Correct Correct Can identify at Incorrect

Concepts starting starting starting least one equations
equation; all equations. All equations. The equation, but demonstrates
mathematical mathematical mathematical unable to little or no
steps are steps are steps are hard apply them. understanding
clearly clearly shown to follow and of
shown and but minor errors begin to mathematical
they flow errors yield impede concepts
easily toward wrong answer. application. involved.
the correct
answer.
Answer 100% correct Correct Incorrect Unable to No answer.

answer answer answer, but on reach a
213
-analytically, analytically but the right path. correct answer
numerically not on this path.
and numerically.
conceptually
Total
Activity 2: POEM WRITING

Directions: Write a poem integrating words or phrases related to the concept
of relative velocities in one and two dimensions. Use the rubrics below as your
basis on writing.
Scoring Rubric for Poem Writing
Criteria and 4 3 2 1
Rating
Content and Demonstrates an Demonstrates a Demonstrates Demonstrates
Topic excellent good a fair a limited
understanding of understanding understanding understanding
the topic. of the topic. the of topic. of the topic.
Word Choice Uses vivid words Uses vivid words Uses words Uses a limited
and phrases that and phrases that that vocabulary that
linger or draw linger or draw communicate does not
pictures in the pictures in the clearly, but the communicate
reader's mind, and reader's mind, writing lacks strongly or capture
the choice and but occasionally variety, punch, the reader's
placement of the the words are or flair. interest. Jargon
words seems used may be present
accurate, natural inaccurately or and detract from
and not forced. seem overdone. the meaning.
Creativity Contains many Contains a few Contains a few There is little
creative details creative details creative details evidence of
and/or descriptions and/or and/or creativity in the
that contribute to descriptions descriptions, but poem. The author
the reader's that contribute they distract does not seem to
enjoyment. The to the reader's from the story. have used much
author has really enjoyment. The The author has imagination.
used imagination. author has used tried to use
imagination. imagination.
Title Is creative, sparks Is related to Is present, but No title.
interest and is the poem and does not appear
related to the topic. to be related to
poem the
and topic. poem and topic.
214
Is essentially error- Contains a few Contains a Contains many
Gram free in errors in several errors in errors in
mar conventions, conventions, conventions, conventions,
and grammar, and grammar, and grammar, and grammar, and
Mecha usage. usage. usage. usage that detract
nics from the meaning
of the poem.
Activity 3: WORD SEARCH PUZZLE

Directions: Search and underline the word/s being described in the following
statements below. The answers maybe found horizontally, vertically, or
diagonally.
1. It refers to the change in position of an object with respect to its

surroundings in a given interval of time.
2. A quantity that has both magnitude and direction.
3. It means not moving in the laboratory frame.
4. It is a part of a two-dimensional vector and composed of x- axis and y-
axis.
5. It defined as the velocity of an object B in the rest frame of another object
A.
6. It is used to combined mathematically with other fundamental quantities
to derive other concepts such as motion.
7. It refers to the change in position of an object and its direction over a
certain period of time.
8. It is an important component of motion and can be described with the
cardinal directions namely North, South, East, or West.
9. A place where someone or something is located or has been put. In
physics, it is usually a number on an axis.
10. A set of coordinates that can be used to determine positions and
velocities of objects in that frame.
11. It is where an object undergoes motion along the axis at the same time.
12. It is a small letter or number placed slightly lower than the normal
text.
13. It is defined as a figure that is formed from two line lines that meet at a
215
common place.
14. It is a value that never changes.
15. It means motion along a line, or in one particular direction.
W O X P E E S T D I R E C T I O N S T E N O L E
U D N Y J B V O O K P H M W H D H N B U Q W D P
V A E E P O U X S Q K P S Z J O I D I Z S D S O
W I F E D D T O A V E C T O R S P E E D A C X S
U R P R P I P J N L Z J Q P E D W I R I J T M I
X E V I R S M W W T B A L A N C E D F S R C E T
C F O O P E N E O I T A R E L E C C A P R Y C I
A E T R E N L U N Z A B K G H E O C Y L W T I O
M R H D H W A A T S R I F S N O N W E A R C N N
M E O Y T I C O T E I O T G R E S N Y C D O M E
H N O I U X U S K I G O Q N S J T P S E I T M C
W C E E P S S U O E V A N N A T A N I M V L K A
S E N F E R P A A Y C E Y Y Y F N X O E Q E Z M
T X J B W Z O N J F V F V Y K U T M E N A E Y O
A M R P V N S G V W X G A E T B E X S T T W DT
T K H D V C I L V J E O G M L V K R D F C J Y I
I E D B T G T E J E M I T K I O S O M Q I I D O
O L E X K D I S U B C R I P T S C G R A P H W N
N X G H K B O O R D W P A I Z T B I J N K H C M
A H S C O M P O N E N T I R Y Q F J T C M J M R
R I N K H G Y G A H E N F B V E C N A Y S I D L
Y J G C S M C R G R O I D Q U P A R I F A O W L
G T W O D I M E N S I O N S D V M S F Q W W D D
K K D I D P P P E C R O F G B A N I T I M E D W
216
Activity 4: MIND MAP
Objective: Make a mind map on the concept of relative velocities in one

and two dimensions.
Materials: short bond paper crayons

color pens cut- out pictures
glue a pair of scissor
Procedures:
1. Create a mind map about your learnings on describing motion using

the concept of relative velocities in one and two dimensions. Use
“MY LEARNINGS” as your central idea. The central idea is the
starting point of your mind map and represents the topic you are
going to explore.
2. Explore your mind map by adding branches and keywords related
to the central idea.
3. Arrange the branches by using color codes for better understanding.
4. Organize your ideas from simple to complex.
5. Add images and other visual elements because images have the
power to convey much more information than a word, sentence or
even an essay.
6. Look and study the sample of mind map including the rubrics below
as your basis in making your own mind map.
Scoring Rubric for Mind Map

217
Criteria and Rating Level 1 Level 2 Level 3 Level 4
Structure Few ideas Some ideas Ideas radiate out Ideas provide a
radiate out from radiate out from from center in a complete picture
center. Not very center but are clear picture that with a high
clear not suitable to involves degree of
topic imagination and imagination and
creativity creativity
Exploratory Ideas are not Some ideas move Ideas are Clear and highly
connected from from most arranged in order effective
most complex to complex to of importance indication of
simplest simplest from most connection
complex to between ideas
simplest and central image
Communication Limited use of Key words are Good use of Highly effective
key words. Some used. Average key words and use of key words
images are not understanding of images connected and images and
applicable topic to central topic. deep
Good understanding of
understanding of topic.
topic
Connections Little or no use Some effort to Clearly uses Effective use of
Between of color codes, use color codes, color codes, or color codes, or
Sections or links to show or links to show links to show links to make
connections connections connections connections
between ideas between ideas between ideas between ideas
meaningful
Extent of Limited or Good or Effective effort to Highly effective
Coverage ineffective effort adequate effort to connect main effort to connect
to connect main connect main ideas together main ideas
ideas together ideas together together
218
• Structure: Non-linear structure provides a complete picture of your
ideas.
• Exploratory: Map shows complex thinking about the meaningful
relationships between ideas, themes, and the framework.
• Relationships: Relative importance of ideas is indicated and both
simple and complex relationships are mapped very effectively.
• Connections: Information is presented clearly and allows for a high
level of understanding.
• Extent of Coverage: Map shows complex thinking about the
meaningful relationships between ideas, themes, and the
framework.
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on ______________________________________________

______________________________________________________________
______________________________________________________________
__________.

______________________________________________________________
______________________________________________________________
__________.
219
References
https://www.claytonschools.net/cms/lib/MO01000419/Centricity/Domain/206/
Mind%,n.d
https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2
011/09/m13618.pdf,2011
https://resources.saylor.org/wwwresources/archived/site/wpcontent/uploads/2
011/09/m14035.pdf,2011
https://assessment.fiu.edu/resources/rubrics-and-curriculum
maps/_assets/rubrics/Physics%20Problem%20Solving%20Rubric%20-
%20TAMU.pdf,n.d.
http://www.readwritethink.org/files/resources/lesson_images/lesson258/power
_rubric.pdf,n.d.
https://www.mi.mun.ca/users/dwoolrid/1100%20pdf/How%20to%20solve%20
2%20dim,n.d.
220
ANSWER KEY
1. Solution:
Let the direction of Jet be x – direction. Also, let us denote jet with “A”
and hot air with “B”.
Given:
vA= 1000km/hr
vB=?
vBA= −800km/hr
vA = 1000 km / hr
vBA = vB−vA
vB = vA+vBA
= 1000km/hr+(−800km/hr)
=200km/hr
The speed of the hot air with respect to ground is 200 km/hr.
2. What is the ferry’s velocity relative to you?

We can use the notation vYF to denote your velocity relative to the
ferry, so we have vYF = 3.0 m/s South. The velocity of the ferry with
respect to you is exactly the opposite of your velocity with respect to the
ferry, so vFY = 3.0 m/s North. This relation is always true: the velocity of
some object A with respect to another object B is the opposite of the
velocity of B with respect to A (vAB=-vBA).
What is your velocity relative to the shore?
If you stood still on the ferry, your velocity relative to the shore
would match the ferry’s velocity with respect to the shore. Your velocity
with respect to the shore is your velocity relative to the ferry plus the
ferry’s velocity relative to the shore:
vYS = vYF + vFS = 3.0 m/s south + 7.0 m/s north
= –3.0 m/s north + 7.0 m/s north
vYS = 4.0 m/s
221
3. Solution:
 The object of interest is the torpedo and is compared to a freighter,

another moving object. Both the torpedo’s and freighter’s velocity are
relative to the ocean (water). We assume the water is still.
 The velocity of the torpedo to the freighter. We write this using
subscripts vtf. The first letter of the subscript identifies the object, “t”
means torpedo. The second letter of the subscript identifies the frame
of reference, “f” means freighter. Literally translated vtf means “the
velocity of the torpedo relative to the freighter.”
 We are given the velocity of the torpedo to the water. vtw = 27 kts at
NW. Also, we are given the velocity of the freighter to the water. vtw =
7 kts 30° S of E. Note the subscript “w” here means water.
222
N
Vector (v) and angle (2) X-component Y-component

vx = vcosɵ vy = vsinɵ
Vtw = 27 kts, 45° Vtwx = -19.1 Vtwy = 19.1
Vwf = 7 kts, 30° Vwfx = -6.1 Vwfy = 3.5
Resultant Vtfx = -25.2 Vtfy = 22.6
Note using your diagram, YOU determine is a component is positive or negative.
(25.2)2  (22.6)2
vtf  33.8 kts
  tan1 (vtfy /vtfx)  tan1 (22.6/-25.2) = 41.8 N of W
223
Activity 3: WORD SEARCH PUZZLE
W O X P E E S T D I R E C T I O N S T E N O L E
U D N Y J B V O O K P H M W H D H N B U Q W D P
V A E E P O U X S Q K P S Z J O I D I Z S D S O
W I F E D D T O A V E C T O R S P E E D A C X S
U R P R P I P J N L Z J Q P E D W I R I J T M I
X E V I R S M W W T B A L A N C E D F S R C E T
C F O O P E N E O I T A R E L E C C A P R Y C I
A E T R E N L U N Z A B K G H E O C Y L W T I O
M R H D H W A A T S R I F S N O N W E A R C N N
M E O Y T I C O T E I O T G R E S N Y C D O M E
H N O I U X U S K I G O Q N S J T P S E I T M C
W C E E P S S U O E V A N N A T A N I M V L K A
S E N F E R P A A Y C E Y Y Y F N X O E Q E Z M
T X J B W Z O N J F V F V Y K U T M E N A E Y O
A M R P V N S G V W X G A E T B E X S T T W D T
T K H D V C I L V J E O G M L V K R D F C J Y I
I E D B T G T E J E M I T K I O S O M Q I I D O
O L E X K D I S U B C R I P T S C G R A P H W N
N X G H K B O O R D W P A I Z T B I J N K H C M
A H S C O M P O N E N T I R Y Q F J T C M J M R
R I N K H G Y G A H E N F B V E C N A Y S I D L
Y J G C S M C R G R O I D Q U P A R I F A O W L
G T W O D I M E N S I O N S D V M S F Q W W D D
K K D I D P P P E C R O F G B A N I T I M E D W
1. MOTION
2. VETOR
3. STATIONARY
4. COMPONENT
5. RELATIVE VELOCITY
6. TIME
7. DISPLACEMENT
8. DIRECTIONS
9. POSITION
10. REFERENCE
11. TWO DIMENSIONS
12. SUBCRIPTS
13. ANGLE
224
14. CONSTANT
15. ONE DIMENSION

Prepared by:
MERLITA M. MANZANO
Bayabat Nat’l High School- La Suerte Extension
225
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

VERTICAL AND HORIZONTAL COMPONENTS OF
PROJECTILE MOTION
A projectile is an object upon which the only force acting is gravity.

There are variety of examples of projectiles such as an object dropped from
rest, thrown vertically upward and thrown upward at an angle to the horizontal
provided that the influence of air resistance is negligible. It also refers to any
object that once projected or dropped continues in motion by its own inertia and
is influenced only by the downward force of gravity.
226
By definition, a projectile has a single force that acts upon it - the force
of gravity. If there were any other force acting upon an object, then that object
would not be a projectile.
In addition, there are key factors to remember in dealing vertical and
horizontal components of projectile motion namely:
 Velocity (v)
 Horizontal velocity (vx)
 Vertical velocity (vy)
 Angle of launch (ɵ)
 Height (h)
 Time of flight (t)
 Range (R)
 Maximum height (Hmax)
 Acceleration due to gravity (ag)
Characteristics of a Projectile’s Trajectory

Many projectiles not only undergo a vertical motion, but also undergo a
horizontal motion. As they move upward or downward they are also moving
horizontally. There are the two components of the projectile's motion -
horizontal and vertical motion.
The goal of this part is to discuss the horizontal and vertical components
of a projectile's motion; specific attention will be given to the presence/absence
of forces, accelerations, and velocities.
227
Horizontal and Vertical Motion
Consider a cannonball projected horizontally by a cannon from the top

of a very high cliff. In the absence of gravity, the cannonball would continue its
horizontal motion at a constant velocity. This is consistent with the law of inertia.
And furthermore, if merely dropped from rest in the presence of gravity, the
cannonball would accelerate downward, gaining speed at a rate of 9.8 m/s
every second. This is consistent with our conception of free-falling objects
accelerating at a rate known as the acceleration of gravity.
228
If the cannonball project horizontally in the presence of gravity, then the
cannonball would maintain the same horizontal motion as before - a constant
horizontal velocity. Furthermore, the force of gravity will act upon the cannonball
to cause the same vertical motion as before - a downward acceleration. The
cannonball falls the same amount of distance as it did when it was merely
dropped from rest (refer to diagram below).
However, the presence of gravity does not affect the horizontal motion
of the projectile. The force of gravity acts downward and is unable to alter the
horizontal motion. There must be a horizontal force to cause a horizontal
acceleration. The vertical force acts perpendicular to the horizontal motion and
will not affect it since perpendicular components of motion are independent of
each other. Thus, the projectile travels with a constant horizontal velocity and
a downward vertical acceleration.
229
In conclusion, projectiles travel with a parabolic trajectory due to the fact
that the downward force of gravity accelerates them downward from their
otherwise straight-line, gravity-free trajectory. This downward force and
acceleration results in a downward displacement from the position that the
object would be if there were no gravity. The force of gravity does not affect the
horizontal component of motion; a projectile maintains a constant horizontal
velocity since there are no horizontal forces acting upon it.
230
The above information can be summarized by the following table.
HORIZONTAL MOTION VERTICAL MOTION
YES
The force of gravity
FORCES NO acts downward
YES
Acceleration due to
ACCELERATION NO gravity is downward
at 9.8m/s2
CHANGING
By 9.8m/s each
VELOCITY CONSTANT second
231
Deduce the consequences of the independence of vertical and horizontal
components of projectile motion. (STEM_GP12KIN-Ic22)
Activity 1: COMPLETE ME
Directions: Complete the illustration of projectile motion correctly by identifying
the correct locations of the following symbols listed below.
vo vx vy
ɵ h
t R Hmax
ag
Activity 2: CROSSWORD PUZZLE
232
Directions: Read and analyze the questions carefully and write your answers
inside the across and down boxes.
1 2
3 4 5
6 7
8 9 10
11
12 13
14
15
16
17
18
19
20
Across
3. in a vertically launched projectile, what increases on the way down?

6. which component changes due to gravity?
10. is there a vertical velocity at the top of the trajectory?
12. what is the value of the initial vertical velocity of a projectile that is launched
horizontally?
15. an object which projected by some means and continues to move due to its
own inertia
233
16. on a horizontal component what remains constant?
17. what changes in a vertical component?
19. what happens to the magnitude as the projectile moves up?
20. a component of a projectile
Down
1. does the horizontal "velocity" component change?

2. What remains constant in a horizontally launched projectile?
4. what happens to the magnitude as the projectile moves down?
5. how many components does a projectile have
7. in a horizontal component, does the direction change or remain constant?
8. a component of a projectile
9. what type of path is the trajectory?
11. what does not work horizontally to increase or decrease velocity
13. when launched at an angle, the velocity must be broken down into what?
14. in a vertically launched projectile, what decreases on the way upward?
18. what is y equal to when it begins and ends at ground level?
Activity 3: TRUE OR FALSE
Directions: Write TRUE if the statement is correct and FALSE if the statement
is incorrect. Underline the word/s that makes the statement FALSE. Write your
answer on the space provided.
__________1. There are no horizontal forces acting upon projectiles and thus
no horizontal acceleration.
__________2. Objects that are projected from, and land on the same
horizontal surface will have a vertically symmetrical path.
__________ 3. When air resistance is neglected, the vertical velocity of a

projectile will change.
__________4. A bullet is fired at an angle of 45 degrees. Neglecting air
resistance, the direction of acceleration during the flight of the bullet is
upward.
__________ 5. The time it takes from an object to be projected and land is
called the time of flight.
__________ 6. A golfer drives her golf ball from the tee down the fairway in a
high arcing shot. When the ball is at the highest point of its flight the x-velocity
is zero and the y-velocity is zero.
__________ 7. The horizontal displacement of the projectile is called the
range of the projectile, and depends on the initial velocity of the object.
234
__________ 8. The path of a body as it travels through space is called
trajectory.
__________9. A bullet is fired horizontally from a gun. At the same time a
similar bullet is dropped from the same height. The fired bullet will hit the
ground first.
__________10. When the projectile reaches a vertical velocity of zero, this is
the maximum height of the projectile and then gravity will take over and
accelerate the object downward.
Activity 4: FILL ME UP!
Directions: Fill in the blanks the correct word/s to complete the paragraph.
Choose the correct answer inside the box.
Basketball was thrown at the edge. When shooting, the ball moves in the
same direction as the projectile. (1) ______________is a projectile. Because
the (2) ______________on basketball is thrust, it is related to the projectile.
The basketball is then projected (3) ____________ and (4) _____________,
and when proper shooting techniques are used, the (5) _______________is
rotated, lifted, and finally swung in the net. Both horizontal and vertical
components are (6) _______________and do not affect each other. The
basketball arches are due to the (7) ______________of basketball, and if
basketball is thrown in (8) ______________, basketball can continue without
being interrupted. Therefore, it would be ridiculous to play basketball in space.
235
In addition, basketball (9) ______________techniques are very
important. Due to the acceleration of gravity, the ball operates at -9.8 meters
per second. It takes a while for the basketball to reach the
(10)_______________after leaving the player's hand. There is a horizontal axis
that shows the movement of the projectile, also called the
(11)_______________. This axis represents the (12) _______________of
basketball and increases with (13) _______________. The second axis is
vertical, y -axis. The Y axis usually indicates the height of the
(14)_____________and the height of the (15) _______________.
force x-axis weightlessness gravity
shooting independent free throw
player horizontally distance time
vertically ball maximum height
basketball
236
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on ______________________________________________

______________________________________________________________
______________________________________________________________
__________.

______________________________________________________________
______________________________________________________________
__________.
237
References:
https://wordmint.com/puzzles/2494886,n.d.
https://www.essaybot.com/sample/essays/detail?id=132977,n.d.
https://www.kau.edu.sa/GetFile.aspx?id=223465&fn=Projectile.pdf,n.d.
238
ANSWER KEY
Activity 1: COMPLETE ME
h vo
Hmax
vy ɵ
vx R
ag
Across Down
3. vertical velocity 1. never
6. vertical 2. velocity
10. no 4. increases
12. zero 5. two
15. projectile 7. constant
16. magnitude 8. vertical
17. direction 9. parabolic
19. decreases 11. gravity
20. horizontal 13. components
14. velocity
18. zero
239
TRUE 1. There are no horizontal forces acting upon projectiles and thus no
horizontal acceleration.
TRUE 2. Objects that are projected from, and land on the same horizontal
surface will have a vertically symmetrical path.
FALSE 3. When air resistance is neglected, the vertical velocity of a projectile

will change.
FALSE 4. A bullet is fired at an angle of 45 degrees. Neglecting air resistance,
the direction of acceleration during the flight of the bullet is upward.
TRUE 5. The time it takes from an object to be projected and land is called
the time of flight.
FALSE 6. A golfer drives her golf ball from the tee down the fairway in a high
arcing shot. When the ball is at the highest point of its flight the x-velocity is
zero and the y-velocity is zero.
TRUE 7. The horizontal displacement of the projectile is called the range of
the projectile, and depends on the initial velocity of the object.
TRUE 8. The path of a body as it travels through space is called trajectory.

FALSE 9. A bullet is fired horizontally from a gun. At the same time a similar
bullet is dropped from the same height. The fired bullet will hit the ground first.
TRUE 10. When the projectile reaches a vertical velocity of zero, this is the
maximum height of the projectile and then gravity will take over and
accelerate the object downward.
Activity 4: FILL ME UP!
Basketball was thrown at the edge. When shooting, the ball moves in the
same direction as the projectile. Free throw is a projectile. Because the force
on basketball is thrust, it is related to the projectile. The basketball is then
projected horizontally and vertically, and when proper shooting techniques are
used, the basketball is rotated, lifted, and finally swung in the net. Both
horizontal and vertical components are independent and do not affect each
other. The basketball arches are due to the gravity of basketball, and if
240
basketball is thrown in weightlessness, basketball can continue without being
interrupted. Therefore, it would be ridiculous to play basketball in space.
In addition, basketball shooting techniques is very important. Due to the

acceleration of gravity, the ball operates at -9.8 meters per second per second.
It takes a while for the basketball to reach the maximum height after leaving the
player's hand. There is a horizontal axis that shows the movement of the
projectile, also called the x- axis. This axis represents the distance of basketball
and increases with time. The second axis is vertical, y -axis. The Y axis usually
indicates the height of the player and the height of the ball.
Prepared by:
MERLITA M. MANZANO
Bayabat Nat’l High School- La Suerte Extension
241
GENERAL PHYSICS I
Name: ____________________________ Grade Level: ________
Date: _____________________________ Score: ______________
RANGE, TIME OF FLIGHT AND MAXIMUMHEIGHTS OF
PROJECTILES
Imagine that you are throwing a dart at a target some distance away.
Assume that the dart and the target are at the same height above the ground
as shown in the Figure 1. If the dart is aimed directly at the target, then the dart
will land at a lower point. Why is this so?
Figure 1. A dart thrown horizontally is an example of a projectile
242
As the dart leave your hand, the dart becomes a free body and falls
toward the ground due to the pull of gravity as it moves forward. This is why the
dart in Figure 1 will not hit the target. Study Figure 2 and compare it with
Figure 1
Figure 2. The upward velocity of the dart decreases as it approaches the highest point, after
which it gains downward velocity. Range dx is the horizontal distance the projectile travels
during the flight from the point where it is launched and the target point.
The motion of the dart in Figure 2 illustrates the second type of projectile
motion. The projectile is launched at an angle with an initial velocity that has
two components: vertical and horizontal.
To compensate for the fall, the dart should be aimed at an angle Ɵ higher
than the target point. This slightly gives the dart an initial upward velocity. This
velocity decreases as the dart approaches the highest point on its path. At this
point, the vertical velocity becomes zero and the dart starts to fall with an
increasing vertical velocity.
How do the launch angle and initial speed help to hit a target? Place a
wastebasket on a chair. Get a small plastic ball and throw it into the
wastebasket at different speed and launch angles. The trajectory of the ball
depends on the launching speed and angle. A low, flat trajectory shot requires
greater initial velocity than a higher arching shot.
243
If you throw a ball at an angle Ɵ above the horizontal (e.g., the ground)
with an initial velocity v0, the ball will follow a parabolic path and then land at
some point. To be able to determine how long the ball will stay in the air or how
far it will go, you need to break down the initial velocity into its horizontal and
vertical components. You can do this by constructing a right triangle and by
using trigonometric functions or ratios.
In finding the vertical and horizontal components of the initial velocity,

the following equations are used:
𝑣0𝑦
sin 𝜃 = 𝑣0𝑦 = 𝑣0 sin 𝜃
𝑣0
𝑣0𝑥
cos 𝜃 = 𝑣0𝑥 = 𝑣0 cos 𝜃
𝑣0
where 𝒗𝟎𝒙 is the horizontal component (along x-direction) and 𝒗𝟎𝒚 is the
vertical component (along y-direction) of the initial velocity with a magnitude of

𝒗𝟎 .
Figure 3 shows the range of horizontal distance dx covered by a dart at
different launch angles at a constant initial speed 𝒗𝟎 . Notice that the maximum
distance is achieved at an angle of 45˚ (neglecting air resistance). At 45˚, the
horizontal and vertical components of the initial velocity have the same
magnitudes. At a larger launch angle (e.g.,60˚), 𝒗𝒙 becomes less so the dart
relatively covers a short range.
244
Figure 1. (a) A dart projected at different angles at the same initial speed; (b) the vertical and
horizontal components of the initial velocity at different launch angles
At 15˚ angle, 𝒗𝒚 is so small that the dart does not remain traveling in the
air for a long time. Even if the dart has a large horizontal velocity, its short time
of flight suggests that it will not travel as far as when projected at 45˚.
TABLE 1. Equations for Projectile Motion (Neglecting Air resistance)
245
Sample Problem
A baseball was hit and projected at an angle of 70˚ with the horizontal. If the
initial velocity of the ball was 40 m/s (neglecting air friction), calculate the (a)
time t the baseball was in the air, (b) horizontal distance dx the ball traveled,
and (c) maximum height dy the ball reached.
Given: Ɵ = 70˚ with the horizontal

v0 = 40 m/s
Find: a. t
b. dx
c. dy
Solution:
a. Upward vertical motion of the ball as it reaches its maximum height
𝑣𝑦 = 0
𝑣0𝑦 = 𝑣0 sin 𝜃
𝑚
𝑣0𝑦 = (40 ) sin 70°
𝑠
𝑣0𝑦 = 37.59 𝑚/𝑠
𝑣𝑦 = 𝑣0𝑦 + 𝑔𝑡
𝑚 𝑚
0 = (37.59 ) + (−9.8 2 ) (𝑡)
𝑠 𝑠
𝑚 𝑚
(9.8 2 ) (𝑡) = (37.59 )
𝑠 𝑠
𝑡 = 3.84 𝑠
𝑡𝑢𝑝 = 𝑡𝑑𝑜𝑤𝑛
𝑡𝑡𝑜𝑡𝑎𝑙 = 𝑡𝑢𝑝 + 𝑡𝑑𝑜𝑤𝑛
𝑡𝑡𝑜𝑡𝑎𝑙 = 7.67 𝑠 (time the ball was in the air)
246
b. horizontal motion
𝑣0𝑥 = 𝑣𝑥 = 𝑣0 cos 𝜃
𝑚
𝑣0𝑥 = (40 ) cos 70°
𝑠
𝑚
𝑣0𝑥 = (40 ) 0.34
𝑠
𝑚
𝑣0𝑥 = 13.68
𝑠
𝑑𝑥 = 𝑣𝑥 𝑡
𝑚
𝑑𝑥 = (13.68 ) (7.67 𝑠)
𝑠
𝑑𝑥 = 104.93 𝑚 (horizontal distance the ball traveled)
c. maximum height
2
𝑣𝑦2 − 𝑣0𝑦
𝑑𝑦 =
2𝑔
𝑚
0 − (43.3 𝑠 )2
𝑑𝑦 = 𝑚
2 (−9.8 2 )
𝑠
𝑑𝑦 = 95.66 𝑚 (maximum height that the ball reached)
Calculate range, time of flight, and maximum heights of projectiles
(STEM_GP12KIN-Ic-23)
247
Activity 1: PROJECTILE MOTION IN SPORTS
Objective: Answer questions about Projectile Motion in sports.
Material: Paper and pen
Procedure: Answer the following questions:
Q1. How do the launch angle and initial speed help hit a target?
______________________________________________________________
______________________________________________________________
Q2. Cite some examples of sports that involve projectile motion.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q3. How do you think can a player enhance his/her skills in sports that involve
projectile motion?
______________________________________________________________
______________________________________________________________
______________________________________________________________
248
Activity 2: APPLY YOUR UNDERSTANDING!
Objective: Analyze a situation and apply understanding involving projectile

motion.
Material: paper and pen
Procedure: Answer the following questions by analyzing the given situations.
Q1. The figure below shows the different directions for the initial velocity of a
basketball during a free throw. Which has the greatest chance of success?
Explain.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Q2. Using the concept of vector resolution, analyze the motion of a basketball
dribbled by a player.
______________________________________________________________
______________________________________________________________
249
______________________________________________________________
______________________________________________________________
Q3. Do you believe that the force that causes an object to move horizontally,
such as the tossing of a volleyball, remains with the ball? Support your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity 3: PROJECTILE MOTION
Objective: Calculate range, time of flight, and maximum heights of projectiles.

Material: paper, pen, calculator
Procedures:
Solve the following problems. Write your complete solution inside the box.
Q1. A football is kicked with a velocity of 20 m/s at an angle of 37˚ with the
horizontal. Determine:
a. maximum height reached by the ball
b. time of flight
c. horizontal distance traveled
250
Q2. A soldier fired his gun horizontally from the top of an 80 m high building
with a velocity of 400 m/s. Neglecting air friction, how far from the base of the
building would the bullet land?
Q3. A baseball player hits a ball with an initial velocity of 32 m/s at an angle of
30˚. If air friction was neglected, how far from the baseball player would the ball
land from the ground?
251
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on ______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
252
References:
Teresita F. Religioso, Lilia G. Vengo, Delia Cordero Navaza and Genevieve

Darvin Faraon. 2018. You and the Natural World. 2nd ed. Quezon city, Ph:
Phoenix Publishing House.
Socorro P. Santos and Rey C. Martin. 2006. Science Impact Physics. 2 nd ed.
Marikina City, Ph: Academe Publishing House, Inc.
253
ANSWER KEY
Activity 1: PROJECTILE MOTION IN SPORTS
Objective: Answer question about Projectile Motion in sports.
Material: Paper and pen
Procedure: Answer the following questions:
Q1. How do the launch angle and initial speed help hit a target?
The launch angle counteracts the effect of the gravitational pull on the
projectile while the initial speed is adjusted to meet the needed range, dx to hit
the target.
Q2. Cite some examples of sports that involve projectile motion.
Answers may vary, but below are some examples:
a. basketball f. volleyball
b. badminton g. long jump
c. soccer h. sky diving
d. golf i. baseball
e. tennis j. javelin throw
.
Q3. How do you think can a player enhance his/her skills in sports that involve
projectile motion?
Answers may vary. A player can enhance skills in sports related to
projectile motion by relating and applying their knowledge, understanding, and
skills in projectile motion when playing the game.
254
Activity 2: APPLY YOUR UNDERSTANDING!
Objective: Analyze a situation and apply understanding involving projectile

motion.
Material: paper and pen
Procedure: Answer the following questions by analyzing the given situations.
Q1. The figure below shows the different directions for the initial velocity of a
basketball during a free throw. Which has the greatest chance of success?
Explain.
Assuming same initial velocities for the three free throws, the greatest
chance for success of shooting the ball is at 45˚, since it will most likely cover
the required distance. If A is any angle greater than 45˚, B is 45˚ and C is any
angle less than 45˚. B is the answer.
Q2. Using the concept of vector resolution, analyze the motion of a basketball
dribbled by a player.
The force F applied on the ball as it is being dribbled is resolved in two
components—one is the x-component Fx and the y-component Fy. When Fx
acts on the ball, it pushes the ball forward. Fy is the force that the ball exerts on
255
the floor and is also equal to the force exerted by the floor on the ball that is
why it bounces.
Q3. Do you believe that the force that causes an object to move horizontally,
such as the tossing of a volleyball, remains with the ball? Support your answer.
The force causes the object or the ball to move horizontally. But once
the object is released, the only force acting on it (neglecting air drag) is the
gravitational force.
256
Activity 3: PROJECTILE MOTION
Objective: Calculate range, time of flight, and maximum heights of projectiles.

Material: paper, pen, calculator
Procedures:
Solve the following problems. Write your complete solution inside the box.
Q1. A football is kicked with a velocity of 20 m/s at an angle of 37˚ with the
horizontal. Determine:
a. maximum height reached by the ball
𝑣0𝑦 = 𝑣0 sin 37° = (0.602) = 12.04 𝑚/𝑠
𝑣0𝑥 = 𝑣0 cos 37° = (0.799) = 15.98 𝑚/𝑠

2
𝑣𝑦2 − 𝑣0𝑦 0 − (12.04 𝑚/𝑠)2
𝑑𝑦 = = 𝑚 = 7.40 𝑚
2𝑔 2(−9.8 2 )
𝑠
b. time of flight
At maximum height, vy is 0
𝑣𝑦 = 𝑣0𝑦 + 𝑔𝑡
𝑚 𝑚
0 = 12.04 + (↑ −9.8 2 ) (𝑡)
𝑠 𝑠
𝑡 = 1.23 𝑠
𝑡𝑢𝑝 = 𝑡𝑑𝑜𝑤𝑛
𝑡𝑖𝑚𝑒 𝑜𝑓 𝑓𝑙𝑖𝑔ℎ𝑡 = 𝑡𝑢𝑝 + 𝑡𝑑𝑜𝑤𝑛
𝑡𝑓 = 1.23 𝑠 + 1.23 𝑠
𝑡𝑡𝑜𝑡𝑎𝑙 = 2.46 𝑠
c. horizontal distance traveled

𝑚
𝑑𝑥 = 𝑣𝑥 (𝑡𝑓 ) = 15.98 (2.46 𝑠) = 39.31 𝑚
𝑠
257
Q2. A soldier fired his gun horizontally from the top of an 80 m high building
with a velocity of 400 m/s. Neglecting air friction, how far from the base of the
building would the bullet land?
𝑣0𝑥 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡
𝑑𝑥
𝑣0𝑥 =
𝑡
𝑑𝑥 = 𝑣0𝑥 (𝑡)
𝑚
𝑑𝑥 = 400 (4𝑠)
𝑠
= 1600 𝑚
Q3. A baseball player hits a ball with an initial velocity of 32 m/s at an angle of
30˚. If air friction was neglected, how far from the baseball player would the ball
land from the ground?
𝑚 𝑚 𝑚
𝑣𝑥 = 𝑣0𝑥 = (32 ) (cos 30˚) = (32 ) (0.866) = 27.7
𝑠 𝑠 𝑠
𝑚 𝑚 𝑚
𝑣0𝑦 = (32 ) (sin 30˚) = (32 ) (0.5) = 16
𝑠 𝑠 𝑠
𝑚 𝑚
𝑣𝑦 = 0 = (16 ) + (−9.8 2 ) (𝑡𝑢𝑝 )
𝑠 𝑠
𝑎𝑡 max ℎ𝑒𝑖𝑔ℎ𝑡, 𝑡 = 1.63 𝑠
𝑡𝑓𝑙𝑖𝑔ℎ𝑡 = 𝑡𝑢𝑝 + 𝑡𝑑𝑜𝑤𝑛 = 1.63 𝑠 + 1.63 𝑠 = 3.2 𝑠
𝑚
𝑑𝑥 = 𝑣𝑥 𝑡 = 27.7 (3.26 𝑠) = 90.30 𝑚
𝑠
Prepared by:
SILVERIO E. RAMOS JR.

Claveria Rural and Vocational School
258
GENERAL PHYSICS I
Name: ____________________________ Grade Level: ________
Date: _____________________________ Score: ______________
QUANTITIES ASSOCAITED WITH CIRCULAR MOTION
Almost everything in the universe travels in a curved path. Often this

paths are circle or very near circles—from atom to galaxies, from washing
machines to Ferris wheels.
Circular motion is not new in our own experience. It is involved in
practically any kind of machine. For example, in the carousel at the amusement
park.
A. Tangential Velocity and Acceleration
Imagine a carousel at an amusement park rotating around its center.

Because a carousel is a rigid object, any two horses attached to the carousel
have the same angular velocity and angular acceleration regardless of their
respective distances from the axis of rotation. However, if the two horses are at
different distances from the axis of rotation, they have different tangential
velocities. The tangential velocity of any point rotating about an axis is also
called instantaneous linear velocity of that point. The tangential velocity of a
horse on the carousel is its speed along a line drawn tangent to its circular path.
259
Figure 1. Horses on a carousel move at the same angular velocity but different tangential
velocity.
Tangential velocity is directly proportional to the angular velocity and the
distance from the axis of rotation.
In symbols,
Tangential velocity = angular velocity x distance from axis
𝑣𝑇 = 𝑟𝜔
Another quantity of interest is what we call the tangential acceleration. If
𝝎 is increasing for a rotating wheel, then 𝒗𝑻 must also be increasing. The
angular acceleration, 𝜶 is
𝜔𝑓 − 𝜔𝑖
𝛼=
𝑡
Where 𝝎𝒇 − 𝝎𝒊 is the change in angular velocity during the time interval, t.
𝑣𝑇
Because 𝜔 = , we can write this as
𝑟
𝑣𝑇𝑓 −𝑣𝑇𝑖 𝑣𝑇𝑓 −𝑣𝑇𝑖
𝛼= or 𝛼𝑟 =
𝑟𝑡 𝑡
This, however, is simply the rate of change of tangential velocity or the
magnitude of the tangential acceleration 𝜶𝑻 . Therefore the magnitude of 𝜶𝑻
is related to the angular acceleration 𝜶 by
𝛼 𝑇 = 𝛼𝑟
260
Sample Problem 1
If the radius of a compact disk in a CD player is 0.06 m and the

disk turns at a constant angular velocity of 30.5 rad/s, what is the
tangential speed of a point on the disk’s rim?
Solution:
Given: 𝑟 = 0.06 𝑚 𝜔 = 30.5 𝑟𝑎𝑑/𝑠
Unknown: 𝑣𝑇 = ?
Use the tangential equation on this page.
𝑣𝑇 = 𝑟𝜔
𝑟𝑎𝑑
𝑣𝑇 = (0.06 𝑚)(30.5 )
𝑠
𝑣𝑇 = 1.83 𝑚/𝑠
Sample Problem 2
A carousel has an angular acceleration of 0.55 rad/s2. Find the tangential

acceleration of a rider who sits 5.5 m from the center.
Solution:
Given: 𝛼 = 0.55 𝑟𝑎𝑑/𝑠 2 𝑟 = 5.5 𝑚

Unknown: 𝛼𝑇 = ?
𝛼𝑇 = 𝛼𝑟
𝑟𝑎𝑑
𝛼𝑇 = (0.55 )(5.5 𝑚)
𝑠2
𝛼𝑇 = 3.0 𝑚/𝑠 2
261
B. Centripetal Acceleration
When an object travels along a complete circular path, with a constant

speed, the object is said to be in uniform circular motion and it covers a distance
of 2𝜋𝑟 over a time of interval called period 𝑻. The speed is given by
2𝜋𝑟
𝑣=
𝑇
1
Since period 𝑇 = 𝑓, where 𝒇 is the number of rotations per unit time,
Then 𝑣 = 2𝜋𝑟𝑓.
An object moving with constant speed,𝒗, along a circular path of radius,
𝒓, is undergoing an acceleration directed toward the center of the circle. This is
called centripetal (literally “center-seeking”) acceleration, 𝒂𝒄 . The magnitude
of this acceleration is
𝑣2
𝑎𝑐 = = 𝜔2 𝑟, where 𝑣 = 𝜔𝑟
𝑟
Sample Problem
A car moves at a constant speed of 18.5 m/s around a rotunda. If

the distance from the car to the center of the rotunda is 45.3 m, what is
the centripetal acceleration of the car?
Solution:
Given: 𝑣 = 18.5 𝑚/𝑠 𝑟 = 45.3 𝑚
Unknown: 𝑎𝑐 = ?
𝑣2
𝑎𝑐 =
𝑟
18.5𝑚 2
( )
𝑠
𝑎𝑐 =
45.3 𝑚
𝑎𝑐 = 7.56 𝑚/𝑠 2
262
C. Centripetal Force
The force needed to make an object follow a curved path is called

centripetal force, which means “center-seeking force.” Without it, circular
motion cannot occur.
Centripetal force is the force perpendicular to the velocity of an object
moving along a curved path and is directed toward the center of curvature of
the path.
From the second law of motion we can see that the centripetal force Fc
on an object of mass m in uniform circular motion is Fc = mac which has the
magnitude.
𝑚𝑣 2
𝐹𝑐 =
𝑟
Sample Problem
What is the magnitude of the force that keeps the 75 kg pilot in
circular motion if he is flying a small plane at 35 m/s in circular path of
radius 120 m?
Solution:
Given: 𝑣 = 35 m/𝑠
𝑟 = 120 m
𝑣 = 75 𝑘𝑔
Unknown: 𝐹𝑐 = ?
𝑚𝑣 2
𝐹𝑐 =
𝑟
𝑚
(75𝑘𝑔)(35 )2
𝑠
𝐹𝑐 =
120 𝑚
𝐹𝑐 = 766 𝑁
263
Infer quantities associated with circular motion such as tangential velocity,
centripetal acceleration, tangential acceleration, radius of curvature
(STEM_GP12KIN-IIc-25)

Directions: Label the following statements as True or False. If the statement
is false, underline the word/s that make it false and change it to make it true.
______1. Tangential velocity and angular velocity for circular motion are
inversely proportional, with the radius or being the constant of proportionality
(𝑣 = 𝜔𝑟).
______2. An object travelling in a circle at constant speed is said to be

undergoing uniform circular motion.
______3. In uniform circular motion, the centripetal acceleration is always

directed away from the center of its circular path.
______4. The inward force that keeps an object in its circular motion is called
centripetal acceleration.
______5. Angular acceleration is the time rate of change of angular velocity.
264
Activity 2: TANGENTIAL VELOCITY AND ACCELERATION
Objective: Solve problems involving tangential velocity and acceleration.
Material: calculator, paper and pen
Procedure: Solve the following problems. Write your complete solution inside
the box.
1. A softball pitcher swings the ball with an angular velocity of 10.5 rad/s. If the
pitcher’s arm is 0.65 m long, what is the tangential velocity of the ball just before
the pitcher releases it?
2. If an athlete spins a discus in a circle at an angular velocity of 12.5 rad/s and

holds the discus at a distance of 0.65 m from the center of the torso, what is the
discus’s linear velocity when the athlete releases it?
265
3. Adriano swings a yo-yo horizontally above his head at an angular
acceleration of 0.25 rad/m2. If the yo-yo string is 0.25 m long, what is the
tangential acceleration of the yo-yo at the end of the string?
Activity 3: CENTRIPETAL ACCELERATION AND CENTRIPETAL

FORCE
Objective: Solve problems involving Centripetal Acceleration and Centripetal
Force.
the box.
1. Alma sits 1.5 m from the center of the merry-go-round. If she undergoes a
1.25 m/s2 centripetal acceleration, what is her linear velocity?
266
2. What is the magnitude of the centripetal acceleration of a piece of clay
0.25 m from the center of a potter’s wheel if the wheel rotates at 20.5 rad/s?
3. What is the magnitude of the force needed to maintain the circular motion
of a 50 kg cyclist riding a 40-kg bike at 13.5 m/s around a 35 m radius circular
track?
267
Reflection:
1. I learned that _________________________________________________

______________________________________________________________
______________________________________________________________
2. I enjoyed most on ______________________________________________

______________________________________________________________
______________________________________________________________

______________________________________________________________
______________________________________________________________
268
Reference:
Soccoro P. Santos, and Rey C. Martin. 2006. Science Impact Physics. 2 nd Ed.
Marikina City, Academe Publishing House.
269
ANSWER KEY
Directions: Label the following statements as True or False. If the statement is

false, underline the word/s that make it false and change it to make
it true.
directly
________________1. Tangential velocity and angular velocity for circular
motion are inversely proportional, with the radius or being the constant of
proportionality (v = wr).
true
________________2. An object travelling in a circle at constant speed is said
to be undergoing uniform circular motion.
toward
________________3. In uniform circular motion, the centripetal acceleration is
always directed away from the center of its circular path.
force
________________4. The inward force that keeps an object in its circular
motion is called centripetal acceleration.
true
________________5. Angular acceleration is the time rate of change of
angular velocity.
Activity 2: TANGENTIAL VELOCITY AND ACCELERATION
Objective: Solve problems involving tangential velocity and acceleration.

the box.
1. A softball pitcher swings the ball with an angular velocity of 10.5 rad/s. If the
pitcher’s arm is 0.65 m long, what is the tangential velocity of the ball just before
the pitcher releases it?
Given: r = 0.65 m
𝜔 = 10.5 rad/s
𝑣𝑇 = ?
270
Solution:
𝑣𝑇 = 𝑟𝜔
𝑟𝑎𝑑
𝑣𝑇 = (0.65 𝑚) (10.5 )
𝑠
𝑣𝑇 = 6.83 𝑚/𝑠
2. If an athlete spins a discuss in a circle at an angular velocity of 12.5 rad/s

and holds the discus at a distance of 0.65 m from the center of the torso, what
is the discus’s linear velocity when the athlete releases it?
Given: r = 0.65 m
𝜔 = 12.5 rad/s
𝑣𝑇 = ?
Solution:
𝑣𝑇 = 𝑟𝜔
𝑟𝑎𝑑
𝑣𝑇 = (0.65 𝑚) (12.5 )
𝑠
𝑣𝑇 = 8.13 𝑚/𝑠
3. Adriano swings a yo-yo horizontally above his head at an angular
acceleration of 0.25 rad/m2. If the yo-yo string is 0.25 m long, what is the
tangential acceleration of the yo-yo at the end of the string?
Given: r = 0.25 m
𝛼 = 0.25 rad/m2
𝛼𝑇 = ?
Solution:
𝛼𝑇 = 𝛼𝑟
𝑟𝑎𝑑
𝛼𝑇 = (0.25 ) (0.25 𝑚)
𝑠2
𝛼𝑇 = 0.063 𝑚/𝑠 2
271
Activity 3: CENTRIPETAL ACCELERATION AND
CENTRIPETAL FORCE
Objective: Solve problems involving Centripetal Acceleration and Centripetal

Force.
the box.
1. Alma sits 1.5 m from the center of the merry-go-round. If she undergoes a
1.25 m/s2 centripetal acceleration, what is her linear velocity?
Given: r = 1.5 m
𝑎𝑐 = 1.25 m/s2
v=?
Solution:
𝑣2
𝑎𝑐 =
𝑟
𝑣2
1.25 𝑚/𝑠 2 =
1.5 𝑚
𝑚
𝑣 2 = (1.25 2 )(1.5 𝑚)
𝑠
𝑚2
𝑣 2 = 1.88
𝑠2
𝑚2
√𝑣 2 = √1.88
𝑠2
𝑣 = 1.37 𝑚/𝑠
272
2. What is the magnitude of the centripetal acceleration of a piece of clay
0.25 m from the center of a potter’s wheel if the wheel rotates at 20.5 rad/s?
Given: r = 0.25 m
𝜔 = 20.5 rad/s
𝛼𝑐 = ?
Solution:
𝑎𝑐 = 𝜔 2 𝑟
𝑟𝑎𝑑 2
𝑎𝑐 = (20.5 ) (0.25 𝑚)
𝑠
𝑟𝑎𝑑 2
𝑎𝑐 = (420.25 2 ) (0.25 𝑚)
𝑠
𝑚
𝑎𝑐 = 105.06
𝑠2
3. What is the magnitude of the force needed to maintain the circular motion
of a 50 kg cyclist riding a 40-kg bike at 13.5 m/s around a 35 m radius circular
track?
Given: r = 0.35 m
𝑚 = 50 kg + 40 kg = 90 kg
v = 13.5 m/s
𝐹𝑐 = ?
Solution:
𝑚𝑣 2
𝐹𝑐 =
𝑟
𝑚 2
(90 𝑘𝑔)(13.5
𝐹𝑐 = 𝑠)
0.35 𝑚
(90 𝑘𝑔)(182.25 𝑚2 /𝑠 2 )
𝐹𝑐 =
0.35 𝑚
16402.5 𝑘𝑔. 𝑚2 /𝑠 2
𝐹𝑐 =
0.35 𝑚
𝐹𝑐 = 46864.29 𝑘𝑔. 𝑚/𝑠 2
273
Prepared by:
SILVERIO E. RAMOS JR.

Claveria Rural and Vocational School
274
GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________

Date: _____________________________Score:______________

PROJECTILE MOTION IN TWO-DIMENSION
Projectile motion is the motion of an object thrown or projected into the

air, subject only to acceleration as a result of gravity. The applications of
projectile motion in physics and engineering are numerous. Some examples
include meteors as they enter Earth’s atmosphere, fireworks, and the motion of
any ball in sports. Such objects are called projectiles and their path is called
a trajectory. The motion of falling objects as discussed in Motion Along a
Straight Line is a simple one-dimensional type of projectile motion in which
there is no horizontal movement. In this section, we consider two-dimensional
projectile motion, and our treatment neglects the effects of air resistance.
The most important fact to remember here is that motions along
perpendicular axes are independent and thus can be analyzed separately. We
discussed this fact in Displacement and Velocity Vectors, where we saw that
vertical and horizontal motions are independent. The key to analyzing two-
dimensional projectile motion is to break it into two motions: one along the
horizontal axis and the other along the vertical. (This choice of axes is the most
sensible because acceleration resulting from gravity is vertical; thus, there is no
acceleration along the horizontal axis when air resistance is negligible.) As is
customary, we call the horizontal axis the x-axis and the vertical axis the y-axis.
It is not required that we use this choice of axes; it is simply convenient in the
case of gravitational acceleration. In other cases we may choose a different set
of axes. Figure 1 illustrates the notation for displacement, where we define s⃗ to
be the total displacement, and x⃗ and y⃗ are its component vectors along the
275
horizontal and vertical axes, respectively. The magnitudes of these vectors are
s, x, and y.
Figure 1.: The total displacement s of a soccer ball at a point along its path. The
vector s⃗ s→ has components x⃗and y⃗ along the horizontal and vertical axes.
Its magnitude is s and it makes an angle ϕ with the horizontal.
To describe projectile motion completely, we must include velocity and
acceleration, as well as displacement. We must find their components along
the x- and y-axes. Let’s assume all forces except gravity (such as air resistance
and friction, for example) are negligible. Defining the positive direction to be
upward, the components of acceleration are then very simple:
ay = −g = −9.8m/s2 (−32ft/s2).
Because gravity is vertical, ax = 0. If ax = 0, this means the initial velocity in

the x direction is equal to the final velocity in the x direction, or vx = v0x. With
these conditions on acceleration and velocity, we can write the kinematic
Equation through another Equation for motion in a uniform gravitational field,
including the rest of the kinematic equations for a constant acceleration from
Motion with Constant Acceleration. The kinematic equations for motion in a
uniform gravitational field become kinematic equations with a y = −g, ax = 0:
276
Horizontal Motion
v0x = vx, x = x0 + vxt (eq. 1)
Vertical Motion
y= y0 + ½ (v0y+vy)t (eq. 2)
vy = v0y – gt (eq. 3)
y = y0 + v0yt – ½ gt2 (eq. 4)
v2y = v20y + 2g (y−y0) (eq.5 )
Using this set of equations, we can analyze projectile motion, keeping in mind
some important points.
Labes: x - displacement in x-axis , y – displacement in y-axis, v – velocity, g –
acceleration due to gravity, the symbol (0) represents “initial”
Problem-Solving Strategy: Projectile Motion

1. Resolve the motion into horizontal and vertical components along the x-
and y-axes. The magnitudes of the components of displacement s⃗
along these axes are x and y. The magnitudes of the components of
velocity v⃗ are vx = vcosθ and vy = vsinθ, where v is the magnitude of
the velocity and θ is its direction relative to the horizontal, as shown in
eq. 1.
2. Treat the motion as two independent one-dimensional motions: one
horizontal and the other vertical. Use the kinematic equations for
horizontal and vertical motion presented earlier.
3. Solve for the unknowns in the two separate motions: one horizontal and
one vertical. Note that the only common variable between the motions is
time t. The problem-solving procedures here are the same as those for
one-dimensional kinematics and are illustrated in the following solved
examples.
4. Recombine quantities in the horizontal and vertical directions to find the
total displacement s⃗ s→ and velocity v⃗ v→. Solve for the magnitude
and direction of the displacement and velocity using
s = √x2+y2, ϕ = tan−1(y/ x), v = √v2x+v2y.
277
where ϕ is the direction of the displacement s⃗ .
Figure 2: (a) We analyze two-dimensional projectile motion by breaking it into

two independent one-dimensional motions along the vertical and horizontal
axes. (b) The horizontal motion is simple, because a x = 0 and vx is a constant.
(c) The velocity in the vertical direction begins to decrease as the object rises.
At its highest point, the vertical velocity is zero. As the object falls toward Earth
again, the vertical velocity increases again in magnitude but points in the
opposite direction to the initial vertical velocity. (d) The x and y motions are
recombined to give the total velocity at any given point on the trajectory.
Example 1: A Fireworks Projectile Explodes high and away

During a fireworks display, a shell is shot into the air with an initial speed
of 70.0 m/s at an angle of 75.0° above the horizontal, as illustrated in
Figure 4.4.34.4.3. The fuse is timed to ignite the shell just as it reaches its
highest point above the ground. (a) Calculate the height at which the shell
explodes. (b) How much time passes between the launch of the shell and the
explosion? (c) What is the horizontal displacement of the shell when it
explodes? (d) What is the total displacement from the point of launch to the
highest point?
278
Figure 3: The trajectory of a fireworks shell. The fuse is set to explode the shell
at the highest point in its trajectory, which is found to be at a height of 233 m
and 125 m away horizontally.
Strategy
The motion can be broken into horizontal and vertical motions in which
ax = 0 and ay = −g. We can then define x0 and y0 to be zero and solve for the
desired quantities.
Solution
a. By “height” we mean the altitude or vertical position y above the starting
point. The highest point in any trajectory, called the apex, is reached
when vy = 0. Since we know the initial and final velocities, as well as the
initial position, we use the following equation to find y:
v2y = v20y − 2g(y−y0)
Because y0 and vy are both zero, the equation simplifies to
0 = v20y − 2gy
Solving for y gives
y = v20y / 2g
Now we must find v0y, the component of the initial velocity in the y
direction. It is given by v0y = v0 sinθ0, where v0 is the initial velocity of
70.0 m/s and θ0 = 75° is the initial angle. Thus,
v0y = v0sinθ = (70.0m/s) sin 75o = 67.6m/s

and y is
y= (67.6m/s)2 / 2(9.80m/s2)
279
Thus, we have
y = 233m
Note that because up is positive, the initial vertical velocity is
positive, as is the maximum height, but the acceleration resulting from
gravity is negative. Note also that the maximum height depends only on
the vertical component of the initial velocity, so that any projectile with a
67.6-m/s initial vertical component of velocity reaches a maximum height
of 233 m (neglecting air resistance). The numbers in this example are
reasonable for large fireworks displays, the shells of which do reach such
heights before exploding. In practice, air resistance is not completely
negligible, so the initial velocity would have to be somewhat larger than
that given to reach the same height.
b. As in many physics problems, there is more than one way to solve for
the time the projectile reaches its highest point. In this case, the easiest
method is to use vy = v0y − gt. Because vy = 0 at the apex, this equation
reduces
0 = v0y − gt
or
t = v0y / g = 67.6m/s / 9.80m/s2 = 6.90s
This time is also reasonable for large fireworks. If you are able to
see the launch of fireworks, notice that several seconds pass before the
shell explodes. Another way of finding the time is by using y =
y0 + 1212(v0y + vy)t. This is left for you as an exercise to complete.
c. Because air resistance is negligible, ax = 0 and the horizontal velocity is
constant, as discussed earlier. The horizontal displacement is the
horizontal velocity multiplied by time as given by x = x0 + vxt, where x0 is
equal to zero. Thus,
x= vxt
where vx is the x-component of the velocity, which is given by
vx = v0cosθ = (70.0m/s) cos75o =18.1m/s
280
Time t for both motions is the same, so x is
x =(18.1m/s) (6.90s)=125m
Horizontal motion is a constant velocity in the absence of air

resistance. The horizontal displacement found here could be useful in
keeping the fireworks fragments from falling on spectators. When the
shell explodes, air resistance has a major effect, and many fragments
land directly below.
d. The horizontal and vertical components of the displacement were just
calculated, so all that is needed here is to find the magnitude and
direction of the displacement at the highest point:
s⃗ = 125i^ + 233j
|s⃗ | = √1252+2332 = 264m
Θ = tan−1(233/125) = 61.8o
Note that the angle for the displacement vector is less than the
initial angle of launch. To see why this is, review Figure 4.4.14.4.1, which
shows the curvature of the trajectory toward the ground level. When
solving example 1, the expression we found for y is valid for any
projectile motion when air resistance is negligible. Call the maximum
height y = h. Then,
H =v20y / 2g.
This equation defines the maximum height of a projectile above
its launch position and it depends only on the vertical component of the
initial velocity.
Time of Flight, Trajectory, and Range

Of interest are the time of flight, trajectory, and range for a projectile
launched on a flat horizontal surface and impacting on the same surface. In
281
this case, kinematic equations give useful expressions for these quantities,
which are derived in the following sections.
Time of flight
We can solve for the time of flight of a projectile that is both launched
and impacts on a flat horizontal surface by performing some manipulations of
the kinematic equations. We note the position and displacement in y must be
zero at launch and at impact on an even surface. Thus, we set the displacement
in y equal to zero and find
y − y0 = v0yt – 1/2gt2 = (v0sinθ0)t −1/2gt2 = 0.
Factoring, we have
t (v0sinθ0− gt2) = 0
Solving for t gives us
Ttof = 2(v0sinθ0)g (eq.6)
This is the time of flight for a projectile both launched and impacting on
a flat horizontal surface. Equation 6, does not apply when the projectile lands
at a different elevation than it was launched, as we saw in Example 4.8 of the
tennis player hitting the ball into the stands. The other solution, t = 0,
corresponds to the time at launch. The time of flight is linearly proportional to
the initial velocity in the y direction and inversely proportional to g. Thus, on the
Moon, where gravity is one-sixth that of Earth, a projectile launched with the
same velocity as on Earth would be airborne six times as long.
Trajectory
The trajectory of a projectile can be found by eliminating the time variable
t from the kinematic equations for arbitrary t and solving for y(x). We take x0 =
y0 = 0 so the projectile is launched from the origin. The kinematic equation for
x gives
x = v0xt -------- t = x / v0x = x / v0cosθ0
Substituting the expression for t into the equation for the position y = (v0 sin θ0)t
− 12 gt2 gives
y = ((v0sinθ0)(x / v0cosθ0)) – ( ½ g (x / v0cosθ0)2).
282
Rearranging terms, we have
y = (tanθ0)x − [g / 2(v0cosθ0)2] x2 (eq. 7)
This trajectory equation is of the form y = ax + bx2, which is an equation
of a parabola with coefficients
a = tanθ0, b = −g / 2(v0cosθ0)2 (eq. 8)
Range
From the trajectory equation we can also find the range, or the horizontal
distance traveled by the projectile. Factoring Equation 7, we have
y = x[tanθ0− (g / 2(v0cosθ0)2)x]
The position y is zero for both the launch point and the impact point,
since we are again considering only a flat horizontal surface. Setting y = 0 in
this equation gives solutions x = 0, corresponding to the launch point, and
x = 2v20sinθ0cosθ0 / g
corresponding to the impact point. Using the trigonometric identity
2sin θθcosθθ = sin2θθ and setting x = R for range, we find
R = v20sin2θ0 / g (eq. 9)
Note particularly that Equation 9, is valid only for launch and impact on
a horizontal surface. We see the range is directly proportional to the square of
the initial speed v0 and sin2 θ0θ0, and it is inversely proportional to the
acceleration of gravity. Thus, on the Moon, the range would be six times greater
than on Earth for the same initial velocity. Furthermore, we see from the factor
sin2 θ0θ0 that the range is maximum at 45°. These results are shown in
Figure 4.4.54.4.5. In (a) we see that the greater the initial velocity, the greater
the range. In (b), we see that the range is maximum at 45°. This is true only for
conditions neglecting air resistance. If air resistance is considered, the
maximum angle is somewhat smaller. It is interesting that the same range is
found for two initial launch angles that sum to 90°. The projectile launched with
the smaller angle has a lower apex than the higher angle, but they both have
the same range.
283
Example 2: Comparing golf shots
A golfer finds himself in two different situations on different holes. On the
second hole he is 120 m from the green and wants to hit the ball 90 m and let
it run onto the green. He angles the shot low to the ground at 30° to the
horizontal to let the ball roll after impact. On the fourth hole he is 90 m from the
green and wants to let the ball drop with a minimum amount of rolling after
impact. Here, he angles the shot at 70° to the horizontal to minimize rolling after
impact. Both shots are hit and impacted on a level surface. (a) What is the initial
speed of the ball at the second hole? (b) What is the initial speed of the ball at
the fourth hole? (c) Write the trajectory equation for both cases.
Strategy
We see that the range equation has the initial speed and angle, so we
can solve for the initial speed for both (a) and (b). When we have the initial
speed, we can use this value to write the trajectory equation.
Solution
a. R= v20sin2θ0/ g
v0 =√Rg /sin2θ0
= √ (90.0m)(9.8m/s2)sin(2(30o)) = 31.9m/s
284
b. R= v20sin2θ0 / g
v0= √Rg / sin2θ0
= √(90.0m)(9.8m/s2)sin(2(70o)) = 37.0m/s
c. y = x − [(tanθ0) – (g / 2(v0cosθ0)2) x]
Second hole: y = 0.58x − 0.0064x2
Fourth hole: y = 2.75x − 0.0306x2
Solve problems involving two dimensional motion in contexts such as, but not
limited to ledge jumping, movie stunts, basketball, safe locations during
firework displays, and Ferris wheels (STEM_GP12KIN-Ic-26)
______________________________________________________________
PROBLEM SOLVING!!!
Directions: Solve the following projectile motion problems accurately.
1. A cannon on a pirate ship was fired at an angle of 30 °, and the cannon ball
came out of the cannon at 40 ms-1. Assuming we can neglect air resistance
and that g=9.8ms -2, calculate:
(a) The vertical and horizontal components of velocity.
(b) How long the cannon ball is in the air?
(c) How high it goes?
(d) How far away it lands in the water?
(e) What its velocity is after 2.0 seconds?
285
2. A bullet is fired at 30 ° to the horizontal with a speed of 100ms -1 . The
acceleration of the bullet is 10ms -2 vertically downwards.
(a) What is the change in velocity of the bullet after 2 seconds?

________________________________________________________
______________________________________________________________
(b) At what instant after firing will the bullet be travelling horizontally?
(c) What is the velocity of the bullet 50 seconds after firing?
3. A stone is thrown horizontally from the top of a 120m cliff with a speed of
8ms -1.(g=10ms-2)
(a) How long does it take to strike the sea at the base of the cliff?
(b) How far from the base of the cliff does it strike the sea?
286
(c) What is its velocity as it strikes the sea?
4. An object is projected horizontally at 30ms -1 from the top of a building

which is 40m high. Find:
a  9.8ms 2 down v1  0ms 1 sv  40m t  ?
(a) The time it takes the object to reach the ground.
(b) The horizontal distance from the base of the wall to the landing point.
(c) The time when the object passes a window 25m above the ground.
(d) The objects height above the ground after 2 seconds.
5. A cricket ball is hit so that it travels 90m before hitting the ground. If it
reaches a maximum height of 20m calculate the velocity with which the ball
left the bat.
287
Reflection
1. I learned that ____________________________________________

_______________________________________________________
_______________________________________________________
2. I enjoyed most on ________________________________________
_______________________________________________________
_______________________________________________________
3. I want to learn more on ____________________________________

_______________________________________________________
_______________________________________________________
288
References:
Padua, Alicia A. & Crisostomo, Ricardo M., Projectile Motion

Practical and Explorational Physics, Vibal Publishing House, Inc., 2003,
page 74.
Santos, Gil Nonato C., Ph.D., Kinematics; Two-Dimension, General

Physics 1, Rex Book Store, Inc., 2017, page 90.
https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_U
niversity_Physics_(OpenStax)/Map%3A_University_Physics_I_-
_Mechanics%2C_Sound%2C_Oscillations%2C_and_Waves_(OpenStax)/
04%3A_Motion_in_Two_and_Three_Dimensions/4.04%3A_Projectile_Mo
tion
289
Answer Key
1. A cannon on a pirate ship was fired at an angle of 30 °, and the cannon ball
came out of the cannon at 40 ms-1. Assuming we can neglect air resistance
and that g=9.8ms -2, calculate:
(a) The vertical and horizontal components of velocity.
v0 horizontal  v0 cos  40  cos 30 0
 34.6ms 1
v0vertical  v0 sin   40  sin 30 0
 20ms 1
(b) How long the cannon ball is in the air?

Half Time of Flight when vt(vertical)  0
vt  v0  at
vt  20  10  t
 t  2s
So the Time of Flight is 4s
(c) How high it goes?

s vert  v0 t  1 2 at 2
s vert  20  2  1 2  10  2 2
s vert  20 m
(d) How far away it lands in the water?

s horiz  v0 t
s horiz  34.6  4
s horiz  139 m
(e) What its velocity is after 2.0 seconds?
v 2 s  v 2 s ( vert )  v 2 s ( horiz)
v 2 s  0  34.6  34.6ms 1 at 90 0 T
290
2. A bullet is fired at 30 ° to the horizontal with a speed of 100ms -1 . The
acceleration of the bullet is 10ms -2 vertically downwards.
(a) What is the change in velocity of the bullet after 2 seconds?

Each second, there is a change of velocity of 10ms-1 down.
So after 2 seconds, there is a change of 20ms-1 down.
(b) At what instant after firing will the bullet be travelling horizontally?
Initial components of the velocity of the bullet-
v1( vertical)  v1 sin   100  sin 30 0  100  0.5
 50ms-1
v1( horizontal)  v1 sin   100  cos 30 0  100  0.866
 86.6ms -1
Bullet travelling horizontally when vertical component is zero.
v2  v1  at
0  50  (10)  t
t  5s
(c) What is the velocity of the bullet 50 seconds after firing?
v50( vertical)  v0 ( vertical)  at
v50( vertical)  50  (10)  50
v50( vertical)  450 ms 1  450 ms 1 down
vt  v50( horizontal)  v50( vertical)

vt  86.6  450 
vt  458ms 1 at 169.10 T (Pythagoras' Theory  Trigonometric ratio)
3. A stone is thrown horizontally from the top of a 120m cliff with a speed of
8ms -1.(g=10ms-2)
v0( horizontal)  8ms 1 v0( vertical)  0ms 1 s  120 m
291
(a) How long does it take to strike the sea at the base of the cliff?
Consider the vertical component
s  v1t  1 2 at 2
120  0  1 2  10  t 2
120
t2 
5
t  4.9s
(b) How far from the base of the cliff does it strike the sea?
s  v1( horizontal)  t
s  8  4 .9
s  39.2m
(c) What is its velocity as it strikes the sea?

Strikes the sea after 5s
v5( vertical)  v0( vertical)  at
v5( vertical)  0  (10)  5
v5( vertical)  50 ms 1  50 ms 1 down
v5  v5( horizontal)  v5( vertical)

v5  8  50  50.6ms 1 170 .10 T (Pythagoras' Theory  Trig Ratio)
4. An object is projected horizontally at 30ms -1 from the top of a building
which is 40m high. Find:
a  9.8ms 2 down v1  0ms 1 sv  40m t  ?
(a) The time it takes the object to reach the ground.

s v  v1t  1 2 at 2
40  0  1 2  9.8  t 2
40
t2   8.16
4.9
t  2.86 s
(b) The horizontal distance from the base of the wall to the landing point.
s h  vh  t
s h  30  2.86
s h  85.8m
292
(c) The time when the object passes a window 25m above the ground.
s  15m a  9.8ms-2 v1  0ms 1 t  ?
s  v1t  1 2 at 2
15  0  t  1 2  9.8  t 2
15
t2 
4.9
t  1.75s
(d) The objects height above the ground after 2 seconds.

Consider only the vertical component
s  0  1 2  9.8  2 2
s  4.9  4
s  19.6m
5. A cricket ball is hit so that it travels 90m before hitting the ground. If it
reaches a maximum height of 20m calculate the velocity with which the ball
left the bat.
Time of flight can be calculated from the ball’s vertical motion. Time to
reach maximum height (at maximum height vvert=0ms-1 )
s vert  vvert t  1 2 at 2
 20  0  1 2  9.8  t 2
20
t2   4.08
4.9
t  2.02 s
Total Time of Flight  2  2.02 s  4.04 s
Velocity in Horizontal direction
s horiz
v horiz 
t
90
v horiz   22.3ms 1
4.04
293
Velocity in the vertical direction in reaching the maximum height
s vert  20 m a vert  9.8ms 1 t  2.02 s v2 vert  0ms 1
v 22vert  v12vert  2as
0  v12vert  2  (9.8)  20
v12vert  392
v1vert  19.8ms 1
Initial velocity can be found by adding the velocity components
v1  v1horiz  v1vert
v12  (22.3) 2  (19.8) 2 (Pythagoras' Theory)
v12  889.33
v1  29.8ms 1 48 0 to the horizontal
Prepared by:
JOLLY MAR CASTANEDA

Baggao National School of Arts and Trades- Sta Margarita
Annex
294
GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________

Date: _____________________________Score:______________

INERTIAL FRAMES OF REFERENCE

Define inertial frames of reference
MOTION IS RELATIVE
When do we say that a body is in motion?
Figure 1. Illustrating motion (Lifted from the book Practical and Explorational Physics page
46.)
We can say that motion is exhibited by a change in position. Therefore,
the teacher in Figure 1 has moved because she has changed position (from the
doorway in Figure 1. A to her desk in Figure 1. B).
What about the chalkboard? Can you say that it has moved or is moving?
Everything moves. Even things that appear to be at rest move. For us to
adequately describe motion, we must be able to check where the body is
located within a given frame of reference.
295
What is frame of reference?
A reference frame is a physical entity such as the earth’s surface, the
deck of a ship or a moving vehicle, to which the position and motion of an object
is relative.
Question: Is the chalkboard moves relative to the teacher or relative to

Earth? Explain your answer.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
More details…
____________________
An inertial frame of reference has a constant velocity. That is, it is

moving at a constant speed in a straight line, or it is standing still. Understand
that when something is standing still, it has a constant velocity. Its velocity is
constantly zero meters per second.
To say that the velocity of a frame of reference is constant is the
same as saying that the frame is not accelerating. So, we could define an
inertial frame of reference to be a coordinate system which is not accelerating.
Such a constant velocity frame of reference is called an inertial frame
because the law of inertia holds in it. That is, an object whose position is judged
from this frame will tend to resist changes in its velocity; it obeys the law of
inertia. An object viewed with this frame will not spontaneously change its
velocity. An object within this frame will only change its velocity if an actual non-
zero net force is applied to it.
There are several ways to describe an inertial frame. Here are a few
descriptions:
 An inertial frame of reference is a frame of reference with constant

velocity.
 An inertial frame of reference is a non-accelerating frame of reference.
 An inertial frame of reference is a frame of reference in which the law of

inertia holds.
296
 An inertial frame of reference is a frame of reference in which Newton's
laws of motion hold.
 In an inertial frame of reference no fictitious forces arise.
Consider the act of juggling, a definite demonstration of Newton's

laws of motion. It is just as easy (or just as difficult) to juggle balls in a room
which is standing still as it is to juggle in a bus which is
travelling smoothly down a straight road at constant speed. (Disregard
problems with elbow room on the bus, or imagine one with no seats in it.) In
fact, the juggler on the bus could not determine that the bus was moving based
on any clues gathered from the motion of the balls. They would move through
the air within the moving bus exactly as if they were being tossed about within
the still room - as long as the bus
travelled smoothly down a straight
road at constant speed; that is, as
long as the bus moved with a constant
velocity.
Figure 2.
http://zonalandeducation.com/mstm/physics/mechanics/framesOfReference/inertialFrame.html
The physics of typical mechanics is always the same when it is done

within a constant velocity frame of reference. Without visual aids, such as
viewing the scenery going by, and without sound clues, such as the noise of
the engine and drive train, the juggler physicist on the constant velocity bus
could perform no experiment to determine if the bus was moving or was parked.
Such frames of reference as our constant velocity bus are called inertial
frames of reference.
The bus would cease to be an inertial frame of reference while it
changed its velocity. That would happen if it slowed down, or if it speed up,
or if it turned around a corner. Each of these changes in velocity would
297
constitute acceleration. And, while the bus was accelerating, the act of juggling
could get quite difficult. For example, if the bus driver slammed on the brakes
while some of the balls were in flight, those balls would seem to fly forward from
the juggler's perspective, assuming that the juggler was facing the front of the
bus. From the viewpoint of the juggler it would seem as if some unknown force
had pushed the balls away from her, making them fly up toward the front of the
bus. The juggler, too, would feel a push toward the front of the bus. But
remember, in this situation the bus is no longer an inertial frame of reference.
Its velocity is changing; it is now an accelerating frame of reference. So, the law
of inertia and Newton's laws of motion no longer hold. This accelerating frame
is called a non-inertial frame of reference.
Activity: Check your Understanding!
Task 1: Let’s say I am standing on the back of a pickup truck (that is

motionless), and I am throwing apples forwards. I know that I can throw an
apple at exactly15.0 m/s every time.
 If a person were standing on the sidewalk, how fast would she say the
apples are moving?
______________________________________________________
______________________________________________________
 Now the truck starts to move forwards at 20.0 m/s. I am still throwing
apples forwards, exactly the same as I was throwing them before,
at 15m/s. If I am really not paying attention to what’s going on around
me (like the fact that I am standing in the back of a moving truck), how
fast would I say the apples are moving?
______________________________________________________
______________________________________________________
______________________________________________________
 How fast does my friend on the sidewalk say the apple is moving?
298
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
 Now I turn around and start throwing the apples from the rear of the
truck, backwards!
I will still say that…

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Conclusion:
________________________________________________________
________________________________________________________
________________________________________________________
Task 2: Sitting at your desk, how fast are you moving?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Task 3: A traffic light turns green. The driver steps on the gas, accelerating.
Dice hanging from the rear-view mirror swing towards the back of the car.
Relative to the car itself, Newton's 1st law is not valid, i.e., inside the car is not
an inertial reference frame. At one moment, the dice are hanging straight down,
then suddenly they move back. Inside the car, there is no causal force. BUT, if
you were watching from the sidewalk, the dice would remain stationary with
respect to you until tension in the string (i.e., a force) holding them to the rear-
view mirror pulls the dice forward, along with the car. What is the inertial frame
of reference of the situation? Why?
299
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Task 4: If a driver, cruising along at 100 km per hour, slams on the brakes, the
dice swing forward. Inside the car _____________________________. An
observer on the side of the road _________________________________.
Task 5: I am inside a car that is stopped, waiting for the traffic light to turn green,
and I push on the dice with my hand. I am applying a force, and the dice swing
in the direction that I push them. What is the inertial frame of reference of the
situation? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
300
Reflection
1.I learned that ________________________________________________

_______________________________________________________
_______________________________________________________
2.I enjoyed most on ____________________________________________

_______________________________________________________
_______________________________________________________
3.I want to learn more on ________________________________________

_______________________________________________________
_______________________________________________________
301
References
Padua, Alicia A. & Crisostomo, Ricardo M., Frame of Reference,

Practical and Explorational Physics, Vibal Publishing House,
Inc., 2003, page 46.
Santos, Gil Nonato C., Ph.D., Frame of Reference, General Physics 1,

Rex Book Store, Inc., 2017, page 75.
http://www.studyphysics.ca/newnotes/20/unit01_kinematicsdynamics/chp03_k
inematics/lesson09.htm
http://zonalandeducation.com/mstm/physics/mechanics/framesOfReference/in
ertialFrame.html
302
ANSWER KEY
Question: Is the chalkboard moves relative to the teacher or relative to

Earth? Explain your answer.
The chalkboard that appears to be at rest relative to the wall where it is
mounted, is moving at about 30 km/s. The chalkboard moves as the Earth
moves around the sun.
ACTIVITY: Check your Understanding!
Task 1: Let’s say I am standing on the back of a pickup truck (that is

motionless), and I am throwing apples forwards. I know that I can throw an
apple at exactly 15.0 m/s every time.
 If a person were standing on the sidewalk, how fast would she say the
apples are moving?
o Since she will see them exactly the same way as me (we're both
in the same reference frame), she will say 15.0 m/s.
 Now the truck starts to move forwards at 20.0 m/s. I am still throwing
apples forwards, exactly the same as I was throwing them before, at 15.0
m/s.If I am really not paying attention to what’s going on around me (like
the fact that I am standing in the back of a moving truck), how fast would
I say the apples are moving?
o Still 15.0 m/s! Relative to me, I can only make an apple move
away from me at 15.0 m/s, so that’s how fast I measure the apple
moving away from me.
 How fast does my friend on the sidewalk say the apple is moving?
o Well, even before I throw it, she’ll say that the apple is moving
at 20.0 m/s (the speed of everything on the truck).
o When I have thrown the apple forward, adding more velocity to it,
she will say it is going at (20m/s + 15m/s) 35m/s!
 Now I turn around and start throwing the apples from the rear of the
truck, backwards!
o I will still say that my apples are moving at 15m/s, because from
my way of looking at it, that’s how fast the apple is moving. The
only thing I might say that is different is that it is -15m/s, since
even I should be able to notice they are going in the opposite
direction now.
303
o My friend on the sidewalk will say that the apple is moving at
(20m/s + -15m/s) 5m/s!
Conclusion:
When you are standing on the ground, that is your frame of reference.
Anything that you see, watch, or measure will be compared to the reference
point of the ground. If I am standing in the back of a moving truck, the truck is
now my frame of reference and everything will be measured compared to it.
Each person was measuring the velocity of the apples relative to (compared to)
the frame of reference that they were standing in. Relative to a person standing
on the sidewalk, the apple may be moving at 10m/s, while for a person in the
frame of reference of the truck, the apple is moving at 15m/s relative to him.
Task 2: Sitting at your desk, how fast are you moving?
 Relative to the ground: Zero. You’re not moving relative to the frame of
reference of the ground.
 Relative to the sun: 2.97e4 m/s! That’s a pretty big difference, but since
the Earth is orbiting the sun at this speed, an observer standing on the
sun (ouch!) would say that you are moving at 2.97e4 m/s.
Task 3: On the sidewalk, you can observe the force causing the change in
motion, as well as the resulting motion. The sidewalk IS an inertial reference
frame in this case. SO, Newton's 1st law is true from the sidewalk, but not inside
the car.
Task 4: If a driver, cruising along at 100 km per hour, slams on the brakes, the
dice swing forward. Inside the car is NOT an inertial reference frame. An
observer on the side of the road is in an inertial reference frame.
Task 5: BOTH inside the car and the side of the road ARE inertial reference
frames in this case. The CAUSE and the EFFECT are observed in both
reference frames.
Prepared by:
JOLLY MAR CASTANEDA

Annex
304
GENERAL PHYSICS 1
Name: ____________________________Grade Level: _________

Date: _____________________________Score:______________

NEWTON'S THIRD LAW
IDENTIFY ACTION-REACTION PAIRS

A force is a push or a pull that acts upon an object as results of its
interaction with another object. Forces result from interactions! Some forces
result from contact interactions (normal, frictional, tensional, and applied forces
are examples of contact forces) and other forces are the result of action-at-a-
distance interactions (gravitational, electrical, and magnetic forces). According
to Newton, whenever objects A and B interact with each other, they exert forces
upon each other. When you sit in your chair, your body exerts a downward force
on the chair and the chair exerts an upward force on your body. There are two
forces resulting from this interaction - a force on the chair and a force on your
body. These two forces are called action and reaction forces and are the
subject of Newton's third law of motion. Formally stated, Newton's third law is:
For every action, there is an equal and opposite reaction.
The statement means that in every interaction, there is a
pair of forces acting on the two interacting objects. The size of
the forces on the first object equals the size of the force on the
second object. The direction of the force on the first object
is opposite to the direction of the force on the second object.
Forces always come in pairs - equal and opposite action-reaction force pairs.
305
Examples of Interaction Force Pairs
A variety of action-reaction force pairs are evident in nature. Consider
the propulsion of a fish through the water. A fish uses its fins to push water
backwards. But a push on the water will only serve to accelerate the water.
Since forces result from mutual interactions, the water must also be pushing
the fish forwards, propelling the fish through the water. The size of the force on
the water equals the size of the force on the fish; the direction of the force on
the water (backwards) is opposite the direction of the force on the fish
(forwards). For every action, there is an equal (in size) and opposite (in
direction) reaction force. Action-reaction force pairs make it possible for fish to
swim.
Consider the flying motion of birds. A bird flies by
use of its wings. The wings of a bird push air downwards.
Since forces result from mutual interactions, the air must
also be pushing the bird upwards. The size of the force
on the air equals the size of the force on the bird; the
direction of the force on the air (downwards) is opposite
the direction of the force on the bird (upwards). For every action, there is an
equal (in size) and opposite (in direction) reaction. Action-reaction force pairs
make it possible for birds to fly.
Consider the motion of a car on the way to school. A car is equipped with
wheels that spin. As the wheels spin, they grip the road and push the road
backwards. Since forces result from mutual interactions, the road must also be
pushing the wheels forward. The size of the force on the road equals the size
of the force on the wheels (or car); the direction of the force on the road
(backwards) is opposite the direction of the force on the wheels (forwards). For
every action, there is an equal (in size) and opposite (in direction) reaction.
Action-reaction force pairs make it possible for cars to move along a roadway
surface.
Learning Competency
Identify action and reaction pairs (STEM_GP12N-Id-31)
306
Activity 1: Check Your Understanding
Directions: Analyze the following situations and answer it comprehensively.
1. While driving down the road, a firefly strikes the windshield of a bus and
makes a quite obvious mess in front of the face of the driver. This is a
clear case of Newton's third law of motion. The firefly hit the bus and the
bus hits the firefly. Which of the two forces is greater: the force on the
firefly or the force on the bus? Why? (3 points)
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. For years, space travel was believed to be impossible because there

was nothing that rockets could push off of in space in order to provide
the propulsion necessary to accelerate. This inability of a rocket to
provide propulsion is because ... (1 point)
a. ... gravity is absent in space.
b. ... space is void of air and so there is no air resistance in space.
c. ... space is void of air so the rockets have nothing to push off of.
d. ... nonsense! Rockets do accelerate in space and have been able to
do so for a long time.
Answer: __________
307
3. Many people are familiar with the fact that a rifle recoils when fired. This
recoil is the result of action-reaction force pairs. A gunpowder explosion
creates hot gases that expand outward allowing the rifle to push forward
on the bullet. Consistent with Newton's third law of motion, the bullet
pushes backwards upon the rifle. The acceleration of the recoiling rifle is
... (1 point)
a. smaller than the acceleration of the bullet.
b. greater than the acceleration of the bullet.
c. the same size as the acceleration of the bullet.
d. not changing.
Answer: __________
4. In the top picture (below), Kent Budgett is pulling upon a rope that is
attached to a wall. In the bottom picture, Kent is pulling upon a rope that
is attached to an elephant. In each case, the force scale reads 500
Newton. Kent is pulling ... (1 point)
Figure1. https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Identifying-Action-and-Reaction-Force-Pairs
a. with more force when the rope is attached to the elephant.

b. with more force when the rope is attached to the wall.
c. the same force in each case.
d. without using a force.
Answer: __________
308
5. Consider the interaction depicted below between foot A, ball B, and foot
C. The three objects interact simultaneously (at the same time). Identify
the two pairs of action-reaction forces. Use the notation "foot A", "foot
C", and "ball B" in your statements. (4 points)
Figure 2. https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Identifying-Action-and-Reaction-Force-Pairs
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
6. Identify at least five pairs of action-reaction force pairs in the following

diagram. (5 points)
Figure 3. https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Identifying-Action-and-Reaction-Force-Pairs
Answers:
309
Reflection
1.I learned that ________________________________________________
_______________________________________________________
_______________________________________________________
2.I enjoyed most on ____________________________________________
_______________________________________________________
_______________________________________________________
3.I want to learn more on ________________________________________

_______________________________________________________
_______________________________________________________
310
References
Padua, Alicia A. & Crisostomo, Ricardo M., Third Newtons Law of Motion,
Practical and Explorational Physics, Vibal Publishing House, Inc.,
2003, page 74.
Santos, Gil Nonato C., Ph.D., Third Newton’s Law of motion, General
Physics 1, Rex Book Store, Inc., 2017, page 90.
https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-
Law
https://www.physicsclassroom.com/class/newtlaws/Lesson-4/Identifying-
Action-and-Reaction-Force-Pairs
311
Answer Key
1. Each force is the same size. For every action, there is an equal ...
(equal!). The fact that the firefly splatters only means that with its smaller
mass, it is less able to withstand the larger acceleration resulting from
the interaction. Besides, fireflies have guts and bug guts have a
tendency to be splatterable. Windshields don't have guts. There you
have it.
2. Answer: D
3. Answer: B
4. Answer: C
5. The first pair of action-reaction force pairs is: foot A pushes ball B to the
right; and ball B pushes foot A to the left. The second pair of action-
reaction force pairs is: foot C pushes ball B to the left; and ball B pushes
foot C to the right.
6. Answers:
 The elephant's feet push backward on the ground; the ground
pushes forward on its feet.
 The right end of the right rope pulls leftward on the elephant's
body; its body pulls rightward on the right end of the right rope.
 The left end of the right rope pulls rightward on the man; the man
pulls leftward on the left end of the right rope.
 The right end of the left rope pulls leftward on the man; the man
pulls rightward on the right end of the left rope.
 The tractor pulls leftward on the left end of the left rope; the left
end of the left rope pulls rightward on the tractor.
Prepared by:
JOLLY MAR CASTANEDA

Annex
312
GENERAL PHYSICS 1
Name: ____________________________ Grade Level: _________
Date: _____________________________ Score: ______________

FREE-BODY DIAGRAM
Free-body diagrams are diagrams used to show the
relative magnitude and direction of all forces acting
upon an object in a given situation. These diagrams
will be used throughout our study of physics. The size
of the arrow in a free-body diagram reflects the
magnitude of the force. The direction of the arrow
shows the direction that the force is acting.
Each force arrow in the diagram is labelled to indicate the exact type of
force. It is generally customary in a free-body diagram to represent the object
by a box and to draw the force arrow from the center of the box outward in the
direction that the force is acting. An example of a free-body diagram is shown
on the side.
The free-body diagram above depicts four forces acting upon the object.
Objects do not necessarily always have four forces acting upon them. There
will be cases in which the number of forces depicted by a free-body diagram
will be one, two, or three. There is no hard and fast rule about the number of
forces that must be drawn in a free-body diagram. The only rule for drawing
free-body diagrams is to depict all the forces that exist for that object in the
given situation.
313
(1) (2)
(1) (2)
(3) (4)
Draw Free-body diagrams (STEM_GP12N-Id-32)
Activity 1: Diagraming
Directions: Read and apply the method described in the paragraph above to
construct free-body diagrams for the various situations described below. You
can use the pictures 1, 2, 3 and 4 above as your reference.
1. A book is at rest on top of the table. Diagram the forces acting on the
book.
2. A gymnast holding onto a bar is suspended motionless in mid-air. The

bar is supported by two ropes that attach to the ceiling. Diagram the
`forces acting on the combination of gymnast and bar.
`
314
3. An egg is free-falling from a nest in a tree. Neglect air resistance.
Diagram the forces acting on the egg as it is falling.
4. A flying squirrel is gliding (no wing flaps) from a tree to the ground at
constant velocity. Consider air resistance. Diagram the forces acting on
the squirrel.
5. A rightward force is applied to a book in order to move it across a desk

with a rightward acceleration. Consider frictional forces. Neglect air
resistance. Diagram the forces acting on the book.
6. A rightward force is applied to a book in order to move it across a desk

at constant velocity. Consider frictional forces. Neglect air resistance.
Diagram the forces acting on the book.
7. A college student rests a backpack upon his shoulder. The pack is

suspended motionless by one strap from one shoulder. Diagram the
vertical forces acting on the backpack.
8. A skydiver is descending with a constant velocity. Consider air

resistance. Diagram the forces acting upon the skydiver.
9. A force is applied to the right to drag a sled across loosely packed snow
with a rightward acceleration. Neglect air resistance. Diagram the forces
acting upon the sled.
10. A football is moving upwards towards its peak after having been boot by
the punter. Neglect air resistance. Diagram the forces acting upon the
football as it rises upward towards its peak.
315
Free body diagrams (otherwise known as FBD’s) were simplified
representations of an object (the body) in a problem, and include force vectors
acting on the object. This body is free because the diagram will show it without
its surroundings; i.e. the body is 'free' of its environment. This eliminates
unnecessary information which might be given in a problem.
Weight
The first force we will investigate is that due to gravity, and we'll call it
the gravitational force. The force, by Newton's Second Law is F = m g where F
is the force with the unit Newton (N), m is the mass with the unit kilogram(kg)
and g is the acceleration due to gravity with the unit m/s2.
Normal
The normal force one which prevents objects from 'falling' into whatever
it is they are sitting upon. It is always perpendicular to the surface with which
an object is in contact. For example, if there is a crate on the floor, then we say
that the crate experiences a normal force by the floor; and because of this force,
the crate does not fall into the floor. The normal force on the crate points
upward, perpendicular to the floor.
Friction
Related to the normal force is the frictional force. The two are related
because they are both due to the surface in contact with the body. Whereas the
normal force was perpendicular to the surface, the frictional force is parallel.
Furthermore, friction opposes motion, and so its vector always points away from
the direction of movement.
Tension
Tension in an object results if pulling force act on its ends, such as in a
rope used to pull a boulder. If no forces are acting on the rope, say, except at
its ends, and the rope itself is in equilibrium, then the tension is the same
throughout the rope.
316
The net force or the unbalanced force is the vector sum of all the forces which
act upon an object. That is to say, the net force is the sum of all the forces,
taking into account the fact that a force is a vector and two forces of equal
magnitude and opposite direction will cancel each other out.
Activity 2: Answer Me/Modified True or False

Directions: Read and analyze each statement. Write True if the statement is
correct otherwise change the underline word/s to make the statement correct.
1. The constant acceleration due to gravity of the Earth is 9.8m/s2.
2. The tension force prevents objects from falling into whatever it is they are
sitting upon.
3. Normal force results if pulling force act on its ends, such as rope used to
pull any heavy objects.
4. The net force is the vector sum of all the forces which act upon an object.
5. Weight and normal force is the frictional force to which are related to each
other because they are both due to the surface in contact with the body.
Activity 3: Draw it!

Directions: Draw a free body diagram of the forces acting on paper rocket
while it is flying (label the names and direction of the forces, but not the
magnitude).
317
Activity 4: Apply it
Directions: Explain briefly but substantially.
How can you use the concept of free-body diagram in your everyday life or
cite some ways how free-body diagram being applied to any situation.
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318
Reflection:
1.I learned that

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2. I enjoyed most on
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3. I want to learn more on

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319
References:
Kip S. Thorne, Roger D. Blandford, Modern Classical Physics,
https://www.amazon.com/dp/0691159025?tag=uuid10-20
Bozeman Science, Physic for life on youtube,
https://www.youtube.com/watch?v=nDis6HbXxjg
320
Answer key
Activity 1
1. 6.
2. 7.
3. 8.
4. 9.
321
5. 10.
Activity 2
1. TRUE
2. Normal force
3. Tension force
4. TRUE
5. Friction
Activity 3
Activity 4
Student will get five (5) points when he or she can able to give at least
one (1) application with exact explanation otherwise zero (0).
Prepared by:
ROMEO P. ROWANO
Enrile Vocational High School
322
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What are the different competencies covered in the learning activity sheet?

What are the different competencies covered in the learning activity sheet?

What are some examples of problems involving one-dimensional motion discussed?

What are some examples of problems involving one-dimensional motion discussed?

12

LEARNING ACTIVITY SHEET

Focal Persons : GERRY C. GOZE, PhD., Division Learning Area Supervisor

Printed by: DepEd Regional Office No. 02

Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500

LEARNING ACTIVITY SHEET

Units, Physical Quantities, Measurement, Errors and

Physics is an experimental science and it is largely a science of

PART 1: PHYSICAL QUANTITIES

Quantity Unit Symbol

The table below is a list of SI prefixes, symbols and their values.

Example 1: Convert 20 minutes to seconds

Step 2: Multiply the given quantity by the conversion factor(s). The

Example 2: Convert 30 kilometers to meters.

Example 3: A woman drives a car in Tuguegarao at 50 km/h (50 kilometers per

Conversion from Table 3: 1 km = 1000 m

Step 2: Multiply the given quantity by the conversion factor(s). The

Activity 1. CONVERSION OF UNITS

%error=(experimental − theoretical)/theoretical x 100%

Experimental value: 1 inch = _______ cm

A. Fill in the blanks with the correct words.

Significant Figures and Scientific Notation

What is scientific notation?

How to convert a Real or Raw number into a Scientific Notation?

The following examples are measurements of mass in milligram (mg)

1. Convert the following numbers into scientific notation:

 Measurement is simply a comparison with a standard. To carry out

1. I learned that _________________________________________________

2. I enjoyed most on _____________________________________________

3. I want to learn more on _________________________________________

Silverio, Angelina A. Exploring Life Through Science: Physics: Phoenix

Arevalo, Ryan L. General Physics 1: Diwa Learning System Inc., 2007.

3. 156.39 cm, 1.56 m

Activity 2. Answer may vary

A. 1. Experimental science, Measurement

Base quantity Name of base unit Symbol quantities

Electric current Ampere A

Luminous intensity Candela Cd

Amount of substance Mole mo

1. (a) 2.7 x 107

(b) 7.12 x 10-6

(c) 8.21 x 102

(d) 1.01 x 10-4

(e) 8.125 x 1010

(f) 2.05 x 10-9

Jomar Baccay Parallag

Background Information for the Learners (BIL)

Note: precision is independent of accuracy. You can be very precise but

Activity 1. ACCURACY AND PRECISION

_____1. You perform an experiment to measure the temperature at which

a. High precision but low accuracy

Activity 2. ACCURACY AND PRECISION

1. James was assigned by his teacher to measure the distance

Accurate?: Yes / No Accurate?: Yes / No Accurate?: Yes /

Precise?: Yes / No Precise?: Yes / No Precise?:

Student A – plastic ruler Student B – micrometer