General

Physics 1 12
Earth Science – Grade 12
Quarter 1 – Module 4: Displacement and Velocity
First Edition, 2020

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 General
Biology 1 12
Quarter 1
Self-Learning Module 4

Displacement and Velocity

Introductory Message
For the facilitator:

Welcome to the General Physics 1 Self-Learning Module 4 on Displacement

and Velocity

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

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

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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

Welcome to the General Physics 1 Self-Learning Module 4 on Displacement

and Velocity

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

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 EXPECTATIONS

This module is about interpreting displacement and velocity, respectively, as

areas under a velocity vs. time and acceleration vs. time curves and converting a
verbal description of a physical situation involving uniform acceleration in one
dimension into a mathematical description.

After going through this module, you are expected to:

1. interpret the displacement and velocity, respectively, as areas
under a velocity vs. time and acceleration vs. time curve;
2. convert a verbal description of a physical situation involving
uniform acceleration in one dimension into mathematical
description; and
3. appreciate the importance of the mathematical description of a
physical situation involving uniform acceleration in one dimension
to road safety.

PRETEST

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

1. Which of the following physical quantities indicates areas from the velocity-
time graph and acceleration-time graph, respectively?
a. Acceleration and velocity
b. Displacement and velocity
c. Distance and instantaneous velocity
d. Distance and speed
2. Which of the following statement is true about a car that travels with a
constant acceleration of 10 m/𝑠 2 for 2 hours? (Hint: 1hour=60 seconds)
a. The displacement of the car equals to 20 m.
b. The total distance traveled by car equals to 1200 m.
c. The car traveled with a speed equals to 200 m/s.
d. The car traveled with a velocity equals to 1200 m/s.
3. What is the mathematical description of a moving boat as shown in table 1?
Time (s) 0 30 60 90 120
Velocity (m/s) 0 5 10 15 20
Table 1. Velocity vs. Time

a. The boat traveled with a displacement of 2400 m.

b. The boat traveled with a total distance of 140 m.
c. The boat is moving with increasing acceleration.
 d. The boat is moving with a constant acceleration of 2.5 m/𝑠 2 .

4. Which of the following statement is TRUE as shown in figure 1?

Figure 1. Acceleration vs. Time Graph

a. The graph has a total area of 320 (Area 1= 240 and Area 2= 80) or it has
a velocity of 320 m/s.
b. The graph has a total area of 320 (Area 1= 240 and Area 2= 80) or it has
a velocity of 19 200 m/s.
c. The graph has a total area of 320 (Area 1= 240 and Area 2= 80) or it has
a displacement of 320 m.
d. The graph has a total area of 240 (Area 1= 200 and Area 2= 40) or it has
a displacement of 19 200 m.

5. Why motorcycle drivers were prone to an accident EXCEPT one?

a. Because the driver did not know when to speed up and slow down.
b. Because the driver did not follow the road safety warnings.
c. Because the driver crossed the road outside of a pedestrian crossing.
d. Because the car travels at the correct speed limit.

RECAP

In your previous Physics subject, you have learned that Motion in One
Dimension can be described by words and diagrams in terms of distance from
displacement, speed from velocity, average velocity from instantaneous velocity, and
acceleration.

So, let us recall the definition of some Physics terms through this Matching
Type. Just match column A (definition) to column B (Physics terms) and write the
letter with the correct answer in your notebook.

A B

________1. Shortest distance between the object A. Acceleration

and the reference point B. Average velocity

________2. Velocity at a specific instant in time C. Displacement

________3. Rate of change of position D. Distance

________4. Rate of change of velocity E. Instantaneous

________5. Total displacement of a body over a velocity

time interval F. Velocity

Motion of an object can also describe through interpretation of visual

representation just like graphs. Let us try to describe the motion of an object
based from the graph shown below. Choose from the choices and write the letter
with correct answer on your notebook.

A. No motion C. Uniform Motion

B. Motion with constant acceleration D. Increasing acceleration

6. 7. 8. 9. 10.
Position vs. Time Velocity vs. Time Velocity vs. Time Position vs. Time Acceleration vs. Time

LESSON

Look at the pictures below and try to describe each picture. Write a word/s
as an answer in your notebook.

If your answers are stationary car’s motion, speed limit to slow down, motor
accident, and speedometer in the motorcycle, you are CORRECT! And what is
common to all pictures above? The correct answer is MOTION.

Motion is everywhere. Here in our country, there are lots of private cars
which can cause heavy traffic every day and an accident. So, do Filipinos aware to
drive a car with the correct speed limit and road safety or they just drive a car?
Motion can be described through visuals like diagrams and graphs. At the same
time by a mathematical description. So, in this module, I will discuss the
mathematical description of one-dimensional motion with constant acceleration.

Constant acceleration means when an object is moving with the same rate
of change of velocity. For example, you are walking from your home going to
Nagpayong High School it took 1hour and every 10s there is a consistent change of
velocity of 0.2 m/𝑠 2 . For 10s, 20s, 30s, 40s, 50s and 60s were the time covered
while the velocity were 2m/s, 4m/s, 6m/s, 8m/s, 10 m/s and 12 m/s, respectively.
So, the constant acceleration is 0.2 m/𝒔𝟐 .

Another example, Jannah walked starting from their house going to the
Pinalad market to buy some vegetables. From the data shown in the figure below,
find the area of Jannah’s motion.

Figure 2. Jannah’s motion

To find the area of Jannah’s motion, first, construct a graph of velocity vs.
time. Let the time in the x-axis and velocity on the y-axis. So, let’s draw the graph.
Use a ruler and graphing paper.

Figure 3. Velocity vs. Time Graph Figure 4. Velocity vs. Time Graph
showing areas of the curve

Next, locate the areas of the curve and determine the shape formed. So, it is
a triangle and a rectangle. Then, calculate the areas of the curve. Let Area 1 as the
area of the triangle while Area 2 as the area of a rectangle.

Area 1: Area 2:
1
𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2b x h 𝐴𝑟𝑒𝑐𝑎𝑡𝑎𝑛𝑔𝑙𝑒 = l x w Total areas= 𝐴1 + 𝐴2

1
= 2(120 x 24 ) = 40 x 24 = 2880 + 960

= 2880 = 960 = 3840

Since areas of the curve equals to 3840 or just the product of velocity and
time. Therefore, areas of the velocity vs. time curve equals to displacement which
is also equal to 3840 m.
 Mathematical description: Jannah walked starting from their house going
to the Pinalad market to buy some vegetables with a total area of 3840 m or
displacement of 3840 m.

Let’s have another example. Lourenz riding on his motorcycle. He drives

starting from their house going to the Health Center for 45s only. Given the data
shown in the table below. Find the area of the acceleration vs. time curve.

Time (s) 0 5 10 15 20 25 30 35 40 45
Acceleration(m/ 𝑠 2 ) 0 1 2 3 3 3 0 -1 -2 -3
Table 2. Acceleration vs. Time

First, construct a graph of acceleration vs. time. Let the time as the x-axis
and acceleration as the y-axis. So, let’s draw the graph.

Figure 5. Acceleration vs. Time Graph Figure 6. Acceleration vs. Time Graph
showing areas of the curve

Next, locate the areas of the curve and determine the shape formed. How
many shapes were formed? What are the shapes formed? How about the number
area? If your answer is 4, you are CORRECT! The shapes are 3 triangles and 1
rectangle. Let’s try to locate the 4 areas of the curve. Then, locate and calculate the
areas of the curve. Let Area 1 as the area of 1st triangle, Area 2 as the area of a
rectangle, Area 3 as the area of 2nd triangle, and Area 4 as the area of a rectangle.

Area 1: Area 2: Area 3:

1 1
𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 base x height 𝐴𝑟𝑒𝑐𝑎𝑡𝑎𝑛𝑔𝑙𝑒 = length x width 𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 base x height

1 1
= (15 x 3) = 10 x 3 = (5 x 3
2 2

=2.5 = 30 = 7.5

Area 4: Total Area:

1
𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 base x height 𝐴 𝑇𝑜𝑡𝑎𝑙 = 𝐴1 + 𝐴2 + 𝐴3 + 𝐴4

1
= 2 (15) x (-3) = 2.5 + 30 +7.5 + (-22.5 )

= -22.5 = 17.5
 Since areas of the curve equal to 17.5 or just the product of acceleration and
time. Therefore, areas of the acceleration vs. time curve equal to velocity which is
17.5 m/s.

Mathematical description: Lourenz riding on his motorcycle. He drives

starting from their house going to the Health Center with total areas of the curve of
17.5 m/s or velocity of 17.5 m/s.

The areas of velocity vs. time curve also known as displacement while in
acceleration vs. time curve, as velocity. To fully understand this module, let’s have
more activities.

ACTIVITIES

Activity 1- Graph in Motion

Paul is a Grade 12 STEM student from a public senior high school in Pasig
City. Before going to school, he always bought and sell a Malunggay Pandesal for
his 4 customers early in the morning. He used his bicycle for his travel. He traveled
starting from their house going to the bakery, to his 4 customers, and go back to
their house. The traveled record is shown in the table below.

Pt. A Pt. B Pt. C Pt. D Pt. E Pt. F Pt. G

Time (s) 0 30 60 90 120 150 180
Velocity(m/s) 0 0.5 1 1.5 1 0.5 0
Table 3. Velocity vs. time

Pt. A- Starting Pt. (House) Pt. E-Customer 2 to 3

Pt. B- House to Bakery Pt. F-Customer 3 to 4

Pt. C-Bakery to Customer 1 Pt. G-Customer 4 to House

Pt. D- Customer 1 to 2

Directions:

I. Using a graphing paper and ruler, construct a graph-based from the table
shown above (time – x-axis and velocity – y-axis)
II. Connect the points and draw a broken line to determine the 2 shapes
formed. Label it as 1 and 2.
III. Answer the following questions in a piece of paper.
Guide Questions:
1. Calculate the area of each shape (Area 1 & 2).
2. What is the total area?
3. What does the total area mean in a velocity-time graph?
 4. In a simple sentence, what is the mathematical description of the motion of
Paul’s bicycle as shown in the graph and computed total area?
5. Refer to question #3 but this time use an acceleration-time graph?

To further understand how to describe and interpret velocity-time and

acceleration-time graph, do Activity 2 and 3

Activity 2-Graphical Analysis

Based on figures 7 & 8, interpret the motion of a car. Answer the questions
below. Write the correct answer on a sheet of paper.

Figure 7. Velocity vs. Time Graph Figure 8. Acceleration vs. Time Graph

1. In figure 7 velocity vs. time graph, calculate the individual area.

2. What is the total area of the graph in figure 7?
3. What physical quantity does a total area in figure 7 represents?
4. What is the mathematical description of the motion of a car as shown in
Figure 7 and calculated total area?
5. For numbers 5-8, refer to questions 1-4 and use figure 8- acceleration vs.
time graph.

Activity 3- Problem Solving

Read and analyze each problem. Use graphing paper in drawing the graph
and write your answers below the graph.
1. An athlete runs with a constant acceleration of 1 m·s −2 for 4 s. Draw the
acceleration-time graph. Calculate the area of the graph and describe the motion of
the athlete.
2. A car starting from rest at t=0 to t=5s moves with 4m/s velocity, at t=5s
to t=12s moves with constant 4m/s velocity, at t=12s to t=14s moves from 4m/s
and then stop. From the situation, draw the velocity-time graph and calculate the
total areas under the graph from t=0s to t=14s. Describe the motion of a car.

WRAP-UP

To summarize, apply what you have learned in the mathematical description

of motion in one dimension and interpreting the displacement and velocity through
areas of the graph.
 Fill in the blank with correct word/s and formulae to complete the
sentences.

1. ____________ means when an object is moving with the same rate of

change of velocity.
2. The areas of velocity vs. time curve also known as ___________.
3. The areas of acceleration vs. time curve also known as __________.
4. In calculating the area of triangle, square and rectangle, use the formulae
_________, _________ and ________, respectively.
5. The __________of the curve can help to describe and interpret the motion
of an object in a graph.

VALUING

According to the Metropolitan Manila Development Authority (MMDA) from

the Metro Manila Accident Reporting and Analysis System (MMARAS) annual report
for 2019, motorcycle accidents have topped a list of traffic fatalities. And during
this COVID-19 pandemic, bicycles and motorcycles are the most common means of
transportation.

In this activity, you will ask your parents, siblings, relatives, and other
house companions regarding road safety measures for motorists and cyclists. Do
this in a sheet of paper. Follow the format below.

Questions Answers
Why have you preferred a bicycle/motorcycle
as your means of transportation?
Why do you think motorcycle drivers were
prone to accidents?
As a cyclist/motorist, what safety measures
you must follow to avoid an accident?
Table 3. Road Safety Measures Interview for Motorists and Cyclists

POSTTEST

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

1. What physical quantity does it indicate if you are getting the areas of an
acceleration-time graph and velocity-time graph, respectively?
a. Distance and instantaneous velocity
b. Displacement and velocity
c. Distance and speed
d. Velocity and acceleration
2. Which of the following statement is correct about an object’s one-
dimensional motion in constant acceleration?
a. A ball is thrown upward for the 30s with an acceleration of 9.8 m/𝑠 2 has a
velocity of 294 m/s.
b. The car traveled the total distance traveled by car equals to 1800 m.
c. The motor traveled with a constant speed of 10 m/s for 1 hour.
d. The vehicle traveled with a velocity equals to 1800 m/s.
3. What is the mathematical description of a moving vehicle as shown in table
1?
Time (s) 0 15 30 45 60
Velocity (m/s) 0 2 4 6 8
Table 4. Velocity vs. Time

a. The vehicle traveled with a constant acceleration of 2.5 m/s^2

b. The vehicle traveled with a displacement of 480 m.
c. The vehicle is moving with increasing acceleration.
e. The vehicle is moving with a total distance of 68 m.

4. Which of the following statement is TRUE as shown in figure 1?

Figure 10. Acceleration vs. Time Graph

a. The graph has a total area of -105 or displacement of -105 m.

b. The graph has a total area of 105 or a velocity of 105 m/s.
c. The graph has a total area of -210 or displacement of -210 m.
d. The graph has a total area of 210 or a velocity of 210 m/s.

5. In Metro Manila motorcycle accidents have topped a list of traffic fatalities,

how can motorist avoid this accident?
a. Must be aware of speeding up and slowing down in driving the motorcycle.
b. The driver did not follow traffic light signs and road safety rules and
regulations
c. Driving beyond the speed limit.
d. Crossing the road outside of a pedestrian crossing.
 KEY TO CORRECTION
EXPECTATIONS

REFERENCES
Hewitt, Paul G. Conceptual Physics. 9th ed. San Francisco: Addison Wesley, 2002.

Silverio, Angelina A. Exploring Life Through Science Series: General Physics 1

Phoenix Publishing House, Inc., 2017.

FHSST Authors. The Free High School Science Texts: Textbooks for High School
Students Studying the Sciences Physics Grades 10 – 12. 2008.
http://ftp.igh.cnrs.fr/pub/nongnu/fhsst/Physics_Grade_10-12.pdf

Grecia, Leandre. Top Gear Philippines Motoring News, 2020.

https://www.topgear.com.ph/news/motoring-news/mmda-mmaras-2019-report-
a4354-20200224.