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General Physics
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Midterm Modules
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12
General Physics 1
Quarter 1 – Module 2:
Motion
General Physics 1 – Grade 12
Self-Learning Module (SLM)
Quarter 1 – Module 2: Motion
Second Edition, 2021

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions, are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part should guide you step-by-step
as you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module, or if you need to
ask your facilitator or your teacher’s assistance for better understanding of the
lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best
help you on your home-based learning.

Please use this module with care. Do not unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
to this module, do not hesitate to consult your teacher or facilitator.

Thank You.

ii
 What I Need to Know

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

The module is divided into three lessons, namely:

• Lesson 1 – Motion in One Dimension (STEM_GP12KIN-lb-12)
• Lesson 2 – Relative Motion (STEM_GP12KIN-Ic-20)

After going through this module, you are expected to:

1. Differentiate vector and scalar quantities;
2. determine average velocity and instantaneous velocity;
3. convert a verbal description of a physical situation involving uniform
acceleration in one dimension into mathematical description
4. interpret the meaning of slope and areas under velocity-time and acceleration-
time graph;
5. derived unknown equations of rectilinear for one-dimensional uniformly
accelerated motion; and
6. solve problems involving uniformly accelerated motion
7. write the position and velocity vector equations for relative motion;
8. draw the position and velocity vectors for relative motion; and
9. analyze one-dimensional and two-dimensional relative motion problems using
the position and velocity vector equations.

1
 What I Know

Choose the letter of the answer. Write the chosen letter on a separate sheet of
paper.
1. Which of the following is an example of a magnitude?
a. 12km b. 12km, right c. 12km, North d. 12km,300 east
2. Which among the quantities has magnitude only?
a. Vector b. Scalar c. displacement d. velocity
3. Which of the following terms is use to represent a vector?
a. Direction b. magnitude c. arrow d. diagram
4. Which of the following is NOT an example of vector quantities?
a. 5N bag lifted from the table c. 6 meters to the window
b. 5kg baby boy d. 2m/s to the gate
5. What part of the vector arrow represents the direction of the motion?
a. arrowhead b. tail c. length d. all of the above
6. An object moving in the +x direction experiences an acceleration of +2.0
m/s2. This means the object
a. travels 2.0 m in every second.
b. is traveling at 2.0 m/s.
c. is decreasing its velocity by 2.0 m/s every second.
d. is increasing its velocity by 2.0 m/s every second.
7. When a ball is thrown straight up with no air resistance, the acceleration at its
highest point
a. is upward c. is zero
b. is downward d. reverses from upward to downward
8. Two objects are dropped from a bridge, an interval of 1.0 s apart. Air resistance
is negligible. During the time that both objects continue to fall, their
separation _______________.
a. increases c. stays constant
b. decreases d. increases then stays constant
9. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before takeoff.
a. 1217 m b. 2117 m c. 1721 m d. 7112 m
10. Which of these quantities is represented by the speedometer of a car?
a. Average Velocity c. Average Displacement
b. Instantaneous Velocity d. Instantaneous Displacement
11. An airplane is travelling at 200 miles per hour going east, and the wind is
pushing back west, moving at 35 miles per hour. What is the velocity of the
airplane relative to the ground?
a. 165 miles per hour east c. 235 miles per hour east
b. 165 miles per hour west d. 235 miles per hour west
12. You are in a train that is moving at 180 miles per hour and decide to run
towards the rear of the train at 8 miles per hour. What is your speed relative to
the train?
a. 8 miles per hour c. 180 miles per hour
b. 172 miles per hour d. 188 miles per hour
13. A boat sails across a river with a velocity of 10 km/h. If the resultant boat
velocity is 14 km/h, then what is the velocity of river water?
a. 4.88 km/h b. 9.79 km/h c. 10 km/h d. 17.2 km/h

2
14. What is the term for the change in an object’s velocity over time referred to?
a. Acceleration b. Displacement c. Relative motion d. Relative velocity
15. What is the difference between relative velocity and velocity?
a. Relative velocity is measured in a frame where the object is either at rest or
moving with respect to absolute frame while velocity is measured with respect
to a reference point which is relative to different points.
b. Relative velocity is measured in a frame where the object is at rest only while
velocity is measured if the object is in motion.
c. Relative velocity is measured if the object is moving without a reference
frame while velocity is measured if the object is moving relative to different
points.
d. Relative velocity is measured in a frame where the object is moving only while
velocity is measured if the object is at rest.

Lesson

1 Motion in One Dimension

Learning Objectives:
1. Differentiate vector and scalar quantities;
2. determine average velocity and instantaneous velocity;
3. convert a verbal description of a physical situation involving uniform
acceleration in one dimension into mathematical description
4. interpret the meaning of slope and areas under velocity-time and acceleration-
time graph;
5. derived unknown equations of rectilinear for one-dimensional uniformly
accelerated motion; and
6. solve problems involving uniformly accelerated motion.

3
 What’s New

Motion in Physics always choose a reference point, called the origin to

describe the location of something, we give its distance from the origin and the
direction. These two quantities, direction and distance, together constitute a
vector quantity called the position of the object. Today we are going to study the
difference between scalar and vector quantities.

• Since scalar quantities have no direction and vector quantities have

direction, any vector quantity maybe represented by an arrow in the proper
direction with its lenght proportional to the magnitude of the quantity.
• Magnitude is the number with a unit representing how far, how fast, how
heavy, how long, how strong is the action of an object.
• The direction of a vector is often expressed as an angle of rotation N
of the vector about its "tail" from east, west, north, or south. ...
A vector with a direction of 270 degrees is a vector that has been W E
rotated 270 degrees in a counterclockwise direction relative to due
east.
S
• A scale will be used to make the magnitude of a vector smaller.
For example:

A. Vector displacement = 25 km, to the east

B. Scale could be 5km = 1cm to have the magnitude of your displacement
vector = 5 cm, to the east when you are going to illustrate it in your paper.
C. Parts of a vector arrow:

4
 • Tail indicates the origin or starting point.
• Length indicates the magnitude(how fast, how far, how long, how strong).
• Head indicates the direction of the action/motion.
•
Instantaneous Speed and Average Speed

Take a look at the dashboard of car or a jeep when

you ride in one of them. The circular gauge encircled in
figure 1.2 is called a speedometer. A speedometer is an
instrument that determines the instantaneous speed of
a vehicle. Does the speedometer always register the
same speed? At a red light, the car has a 0 km/h speed,
and along the highway, its speed is probably 80 km/h.
These individual speeds are known as instantaneous
speeds. Instantaneous speed is the speed of an object
at an instant. Fig 1.2. Car Dashboard

Average speed, on the other hand, is the

total distance covered by an object in a certain
period of time. It is the representative speed of the
whole course of travel. Using the sample of
instantaneous speeds above, the average speed can
be computed by getting the sum of all the
individual speeds and dividing the sum by the
number of instantaneous speeds. In the case above,
the average speed is about (80 km/h + 0 km/h)/ 2,
40 km/h. that informs the total distance traveled
by the vehicle. Average speed is the ratio of the total
distance traveled and the total time of travel. In
symbols,
Fig 1.3 Car Dashboard
 = dt/tT
where:
vave = average speed
dT = total distance traveled
tT = total time of travel

Velocity
In everyday situations, speed and velocity are just the same. They only
describe how fast an object moves. In physics, however, they are a lot different.
Velocity is a speed in a given direction. It is known as the distance traveled in a
particular direction in a given time interval. In symbols,
d , dir
(3) .  = t int

5
where:
 = velocity
d, dir = distance in a given direction
tint = time interval

6
 What is It
Graphs help make motion easier to picture out, and therefore easy to
understand. These graphs will help to describe the motion of an object which is
occasionally hard to do so in words.

THE SLOPE OF THE GRAPH

Position-Time Graphs
A horizontal line on a position-time graph shows that the
object is stationary. A sloping line on a position-time graph shows
that the object is moving. In a position-time graph, the slope or
gradient of the line, is equal to the velocity of the object.
The steeper the line (and the greater the gradient)
the faster the object is moving. If an object is
not moving, a horizontal line is shown:
Time is increasing to the right, but its
distance does not change. It is not moving.
If an object is moving at a constant
velocity, it means it has the same increase in

position in a given time. The object moves at a constant velocity.

Constant velocity is shown by straight diagonal lines on a graph.
Both of the lines in the graph show that
each object moved the same distance, but the

7
steeper dashed line got there before the other one:
A steeper line indicates a larger distance moved in a given time. In other
words, it has a higher velocity.
Both lines are straight, so both velocity are constant.
Graphs that show acceleration look different from those that show constant
velocity. The line on this graph is curving upwards. This shows an increase
velocity, since the line is getting steeper. In other words, in a given time, the
distance the object moves is change (getting larger). It is accelerating.

Velocity-Time Graphs
A velocity vs. time graph is a useful tool that can be used to
describe motion with either constant or changing velocity. Any
point on such a graph will have coordinates (t,v), in which v is the
velocity after a time t. The slope of a velocity-time
graph represents its acceleration.
A horizontal line on a velocity-time graph
means that velocity is constant. It is not changing over time. A
straight horizontal line does not mean that the object is not moving!
This graph shows increasing velocity.The
moving object is accelerating. This graph shows
decreasing velocity. The moving object is
decelerating.
Both the yellow and green line shows increasing
velocity. Both line reached the same top speed, but the green one
takes longer.

Activity 1.3: The Car is in Motion!

Direction: The Velocity-Time graph below represents

the motion of a car. Match the descriptions with the
Graphs. Explain your answers.

Descriptions:
1. The car stopped.
2. The car is traveling at a constant speed.
3. The car is accelerating.
4. The car is slowing down.

Complete he following sentences:

Graph A matches description _____________because_____________________________.
Graph B matches description _____________because_____________________________.
Graph C matches description_____________because _____________________________.
Graph D matches description_____________because______________________________.
AREA UNDER THE GRAPH

Now that you’re done interpreting the slope of a given motion graph, let us now
proceed to the value of the area under your motion graph.

Velocity- Time Graph

You now know that the area under the

velocity-time graph gives the displacement or

8
distance moved at a given time. The shaded area is representative of the
displacement during from 0 seconds to 6 seconds. This area takes on the shape of
a rectangle can be calculated using the appropriate equation.

The shaded area is representative of the displacement during from 0 seconds to 4

seconds. This area takes on the shape of a triangle can be calculated using the
appropriate equation.

The shaded area is representative of the displacement during

from 2 seconds to 5 seconds. This area takes on the shape of
a trapezoid can be calculated using the appropriate equation.

The method used to find the area under a line on a velocity-time

graph depends upon whether the section bound by the line and
the axes is a rectangle, a triangle or a trapezoid. Area formulas for each shape are
given below.
Rectangle Triangle Trapezoid
Area = b • h Area = ½ • b • h Area = ½ • b • (h1 + h2)
Now we will look at a few example computations of the area for a few
triangles. The solution for finding the area is shown in example below. The shaded
triangle on the velocity-time graph has a base of 4 seconds and a height of 40 m/s.
Since the area of triangle is found by using the formula A = ½ * b * h, the area is ½
* (4 s) * (40 m/s) = 80 m. That is, the object was displaced 80 meters during the
four seconds of motion.
Area = ½ * b * h
Area = ½ * (4 s) * (40 m/s)

Area = 80 m
Finally we will look at a few example computations of the area for a few trapezoids.
The solution for finding the area is shown below. The shaded trapezoid on the
velocity-time graph has a base of 2 seconds and heights of 10 m/s (on the left side)
and 30 m/s (on the right side). Since the area of trapezoid is found by using the
formula A = ½ * (b) * (h1 + h2), the area is 40 m [½ * (2 s) * (10 m/s + 30 m/s)].
That is, the object was displaced 40 meters
during the time interval from 1 second to 3
seconds.
Area = ½ * b * (h1 + h2)
Area = ½ * (2 s) * (10 m/s + 30 m/s)
Area = 40 m

Activity 1.4: Area Under the Graph

Directions: Determine the displacement of the object during the time interval from
2 to 3 seconds (Practice A) and during the first 2 seconds (Practice B).

Solution:

9
2. Determine the displacement of the object during the first second (Practice A) and
during the first 3 seconds (Practice B).

Solution:

What’s More

Uniformly Accelerated Motion

If a body maintains a constant change in its velocity in a given time

interval along a straight line, then the body is said to have a uniform
acceleration. Consider an airplane on a runway preparing for takeoff.
Positions taken at equal time intervals are indicated in the figure below.

Uniformly Accelerated Motion in Horizontal Dimension

You have learned about displacements, velocities and acceleration

from your previous lesson. Now you will use those basic equations to derive
formulae used in Uniformly Accelerated Motion(UAM). Using the following
equations on velocity, average velocity, and acceleration, you can derive
other equations.

To find out how displacement changes with time when an object is uniformly
accelerated, rearrange equation A to arrive at d = vt. Since the velocity of
the object changes when it is uniformly accelerating, we use the average
velocity to determine displacement, so substituting v by vave in equation B,
you will get:

10
 This shows that the displacement of the body is directly proportional
to the square of time. This confirms that for equal interval of time,
displacement increases quadratically.
To find out how final velocity depends on the displacement, substitute
v and t from equations B and C to d = vt and you will find that

𝒅 = 𝒗𝒕
𝒗𝒇 +𝒗𝒊 𝒗𝒇 − 𝒗 𝒊
𝒅= ( 𝟐 )( 𝒂 )

Recall from algebra that (𝑎 + 𝑏 ) (𝑎 − 𝑏) = 𝑎2 − 𝑏 2 .

𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
Equation G: 𝒅= ( )
𝟐𝒂
Simplifying, you will get
𝟐𝒂𝒅 = 𝒗𝒇 𝟐 − 𝒗𝒊 𝟐
Rearranging, you will get

Equation H: 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅

Watch the link below for better understanding of how
unknown quantities in horizontal uniformly accelerated motion
was derived.
https://www.youtube.com/watch?v=Tcr6bdfDpgc

Uniformly Accelerated Motion in Vertical Dimension

You learned from the past lesson that freefall refers to a

situation in physics where the only force acting on an object is gravity
and hence acceleration due to gravity. Freefall as its term says is a

11
body falling freely because of the gravitational pull of the earth. The pull of gravity
acts on all objects. So on Earth, when you throw something up, it will go down.
Things thrown upward always fall at a constant acceleration which has a
magnitude of 9.8 m/s2. This means that the velocity of an object in free fall
changes by 9.8 m/s2 every second of fall.

Consider a stone dropped from a cliff as shown in the figure on the

right. For equal time interval, the distance travelled increases quadratically.

The formula for free fall:

Imagine an object body is falling freely for time t seconds, with final
velocity v, from a height h, due to gravity g. It will follow the following
equations of motion as:
Equation I: 𝒗 = 𝒈𝒕

𝒈𝒕𝟐
Equation J: 𝒉= 𝟐

Equation K: 𝒗𝟐 = 𝟐𝒈𝒉

Where,
h Height traveled
v Final velocity
g Acceleration due to gravity
t Time taken

These equations can be derived from the usual equations of motions

as given below, by substituting
initial velocity (vi) = 0,
displacement (d) = h
acceleration (a) = g.

We can see it as follows:

Equation E: 𝒗𝒇 = 𝒗𝒊 + 𝒂∆𝒕 → 𝒗 = 𝒈𝒕
(Equation I)
𝒂𝒕𝟐 𝒈𝒕𝟐
Equation F: 𝒅 = 𝒗𝒊 𝒕 + → 𝒉=
𝟐 𝟐
(Equation J)

Equation H: 𝒗𝒇𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅 → 𝒗𝟐 = 𝟐𝒈𝒉

(Equation K)

Consider the following examples below:

1. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s
until is finally lifts off the ground. Determine the distance traveled before
takeoff.
𝒂𝒕𝟐
Given: a = +3.2 m/s2 Solution: 𝒅 = 𝒗𝒊 𝒕 + 𝟐

12
 [(+3.2𝑚/𝑠 2 )(32.8𝑠)2 ]
t = 32.8 s = 0m/s (32.8s) + 2
vi= 0 m/s = 1 720 m
d =?

Activity 1.5: Problem Solving:

Apply what you have learned from the topics above and answer the
following word problem about uniformly accelerated motion.

1. It was once recorded that a Jaguar left skid marks that were 290 m in
length. Assuming that the Jaguar skidded to a stop with a constant
acceleration of -3.90 m/s2, determine the speed of the Jaguar before it
began to skid.

What I Have Learned

Activity 1.6: Quick Check

Let’s check how far you’ve gone in the topic being learned. Try to complete the
missing word/s in the statements and write your responses on the blank line.

On a displacement -time graph, slope equals to_________. The “y” intercept equals
the __________. When two curves coincide, the two objects have the same ________
at that time. _______ imply constant velocity. Curved lines imply ________. An object
undergoing constant acceleration traces a portion of a _____.
_________is the slope of the straight line connecting the endpoints of a
curve________. On a velocity-time graph slope, equals acceleration. The “y”
intercept equals ____ velocity. When two curves coincide, the two objects have the
same velocity at that time. Straight lines imply _________. ____ lines imply non-
uniform acceleration. An object undergoing constant acceleration traces a straight
_____.Average acceleration is the slope of the straight line connecting the __ of the
curve. _____ slope implies motion with constant acceleration.

Lesson

2 Relative Motion

Learning Objectives:

1. write the position and velocity vector equations for relative motion;
2. draw the position and velocity vectors for relative motion; and
3. analyze one-dimensional and two-dimensional relative motion problems using
the position and velocity vector equations.

13
 What’s In

For you to recall your prior knowledge about the terms in motion, perform the
activity below.

Activity 2.1: Hide and Seek!

Direction: Find and encircle the word that matches the given definition. Write the
correct word on a separate sheet of paper.

A B C D E S P E E D 1. Change in velocity per unit time

F C G H I J K L M N 2. Another term for reference point
P O C Q R S T U V W
3. Distance covered by a moving body
O X V E L O C I T Y
S Y Z A L B C M D E 4. Distance covered by a moving body
I F G H I E J O K L with respect to its reference point
T M N O P Q T T R S 5. The action or process of moving
I T U V W X Y I Z B or of changing place or position
O C D E F G H O O L
N M N O P Q R N S N

What’s New

Activity 2.2: Run with Me!

Materials:
Activity Sheets Writing Materials
Direction:
1. Below are the pictures of different means of transportation.
2. Answer the following questions carefully. Write your answers on a separate
sheet of paper.
3. Which among the sets of vehicles would you prefer? Cite the advantages and
disadvantages of your choice?

A B C
Figure 1. Different Means of Transportation

14
Since, you have learned how to compare the different means of transportation you
are now ready to perform another set of activities regarding motion.

What is It

In this module, you will learn new concepts that are used in describing
motion. These concepts are speed, velocity, and acceleration. Distance and
displacement concepts are also used in the study of motion.

Reference frames:
To discuss relative motion in one or more dimensions, we first introduce the
concept of reference frames. When we say an object has a certain velocity, we must
state it has a velocity with respect to a given reference frame.
In most examples, we have examine so far, this reference frame has been earth. If
you say a person is sitting in a bus moving at 10 m/s east, then you imply he
person on the bus is moving relative to the surface of the Earth at this velocity, an
Earth is the reference frame.

Relative Motion in One Dimension:

We introduce relative motion in one dimension first, because the velocity vectors
simply to having only two possible directions.
Example:
The person is sitting in a bus moving east. If we choose east as the positive
direction and the Earth as the reference frame, then we can write the velocity of the
bus with respect to the Earth
v⃗BE = 10m/s î east, where the subscript BE refer to the bus and earth. Let’s
now say the person gets up out of his seat and walks toward the back of the bus at
2 m/s. This tells us he has a velocity relative to the reference frame of the bus.
Since the person walking west, in the negative direction, we write the velocity with
respect to the bus as v⃗PB = -2m/s î west. We can add the two velocity vectors to
find velocity of the person with respect to Earth. This relative velocity is written as:

15
Relative Velocity in Two Dimensions
We can now apply this concept to describing motion in two dimensions
Consider a particle P and reference frames S and S’, as shown in figure 4.
The position of origin of S’ as measured in S is rs’s, the position P as measured
in S’ is rPS’ and the position of P as measured in S is rPS.

Sample Problem
A truck is traveling south at a speed of 70 km/hr toward an intersection. A car
is traveling east toward the intersection at a speed of 80 km/hr. What is the
velocity of the car relative to the truck?

Figure 5. Vector Diagram

16
Given:
The reference frame common to both vehicles is the Earth.
v⃗CE = 80 km/hr î - the velocity of the car with respect to Earth
v⃗TE = -70 km/hr ĵ - the velocity of the truck with respect to the Earth
Find:
v⃗CT = ? - the velocity of the car with respect to the truck, the Earth is the
connecting reference frame
Solution:
v⃗CT = v⃗CE + v⃗ET, where v⃗ET = - v⃗TE

v⃗2CT = v⃗2CE + v⃗2ET

/ v⃗CT/ = √(80.0 km/hr)2 + (70.0 km/hr)2
= √(6400 km2/hr2) + (4900 km2/hr2)
= √11300 km2/hr2
= 106.3 km/hr
and

θ = tan-1( v⃗ET / v⃗CE )

θ = tan -1(70.0/80.0)
= 41.20 N of E

Activity 2.3: Beating the Traffic!

Materials: Activity Sheets, Writing materials
Procedure:
Study the illustration below and perform the given task.

Guide Questions
1. What is the direction of the car relative to the truck?
2. What is the direction of the truck relative to the car?
3. Do you think the car and the truck will meet at common point? Explain your
answer.
4. Plot a vector diagram of the motion of the two vehicles and label it.

What’s More

Activity 2.4: Row, Row the Boat!

Materials: activity sheets, writing materials

17
Problem 1
A boat is travelling east at a speed of 3.8 m/s. A person walks across the boat
with velocity of 1.3 m/s south.
A. What is a person’s speed relative to the water?
B. In what direction relative to the ground does the person walk?
Solution:
Given: v⃗PB = 3.8 m/s East
v⃗BW = 1.3 m/s South
Find:
A) v⃗2PW = v⃗2PB + v⃗2BW
v⃗PW = √ v⃗2PB + v⃗2BW
= √(3.8 m/s)2 +(1.3 m/s)2
= √(14.44 m2/s2) + (1.69 m2/s2)
= √16.13 m2/s2
= 4.0 m/s
B) θ = tan -1(v
⃗ PB/v
⃗ BW)
=tan-1(1.3m/s/3.8 m/s)
= 190 S of E

Well done! This time you will be given another problem for you to work. Please be
guided by the example given.

Problem 2: Consider a plane travelling with a velocity of 100 km/hr, South that
encounters a side wind of 25 km/hr West.
A. Draw a vector diagram
B. Find the magnitude and position of the relative velocity of a plane using
Pythagorean Theorem.

What I Have Learned

Activity 2.5: Fill Me Out!

Direction:
Below is the summary of the concepts learned in this module. Fill in the
blanks with the correct word/s to complete the statement. Choose the correct
answer inside the box.
Opposite Relative Relative Motion
Stationary Straight Line Two
Vector Velocity

The 1)____________________________ velocity refers to an object which is

2)______________ to some other object that might be 3) _____________, moving the same
4)_______________ , or moving slowly, moving with higher velocity or moving in the
5)____________________ direction. The wide concept of relative velocity can be very

18
easily extended for motion along a 6)____________________________, to include motion
in a plane or either in 7)______________ dimension.

What I Can Do

Activity 2.6: Draw me a Diagram!

Materials: activity sheet writing materials

Direction:
Draw a vector diagram and label the vectors with subscripts, or you may use any
system of your own that you feel comfortable with.

Situation: You are in a boat that can move in still water at 7.0 m/s. You point your
boat directly East across a river to get to the other side that is 200 m away. The river
is flowing at 4.0 m/s North.

Additional Activities

Amazing! You made it! However you’ve got one more activity! Activity 7 will increase
your skills and confidence.
Activity 2.7: Check Your Learning!
Materials:
Activity sheet Writing materials
Direction:
Show the complete solution of the given problem below.
Problem:
You are in a boat that can move in still water at 7.0 m/s. You point your boat
directly East across a river to get to the other side that is 200 m away. The river is
flowing at 4.0 m/s North. Show the velocity of the boat in still water.

19
 Assessment

Direction: Choose the letter of your choice. Write the letter in a separate
sheet of paper.
1. A paper plane is propelled straight upward from the ground and reaches a
height. After an elapsed time, measured from the time the paper plane was first
fired off, the plane has fallen back down to the ground, landing at the same
spot from which it was launched. What is the magnitude of the resultant
velocity of the rocket during this time is?
a. Zero b. equal to the gravity c. negative d. downward
2. Which of the following terms is the single vector that has the same effect
with any
group of vectors?
a. magnitude b. resultant c. direction d. sum
3. An airplane accelerates down a runway at 3.20 m/s2 for 32.8 s until is
finally lifts off the ground. Determine the distance traveled before
takeoff.
a. 1217 m b. 2117 m c. 1721 m d. 7112 m
4. An object moving in the +x direction experiences an acceleration of +2.0
m/s2. This means the object
a. travels 2.0 m in every second.
b. is traveling at 2.0 m/s.
c. is decreasing its velocity by 2.0 m/s every second.
d. is increasing its velocity by 2.0 m/s every second.
5. The table shows the velocities of three objects A, B and C over a period of 3
s. Each object is moving in a straight line. Identify which of the following
statements is/are correct.
I A moves with a constant velocity.
II B moves with a constant acceleration.
III C moves with a constant acceleration.
a. I only c. I and II only
b. II only d. I and III only

20
11. An airplane is travelling at 200 miles per hour going east, and the wind is
pushing back west, moving at 35 miles per hour. What is the velocity of the
airplane relative to the ground?
a. 165 miles per hour east c. 235 miles per hour east
b. 165 miles per hour west d. 235 miles per hour west
12. You are on a train that is moving at 180 miles per hour and decide to run
towards the rear of the train at 8 miles per hour. What is your speed relative to
the train?
a. 8 miles per hour c. 180 miles per hour
b. 172 miles per hour d. 188 miles per hour.
13. Two particles A and B, are moving in the directions shown below. What should
be the angle θ so that v⃗BA is minimum?
a. 00 b. 900 c. 1800 d. 2700
14. What is the velocity of plane A with respect to plane B?
a. (-181î - 300ĵ) km/h c. (400î + 520ĵ) km/h
b. (-1291î + 300ĵ) km/h d. (1220î -300ĵ)km/h
15. Which is referred to as a particle moving with respect to fixed frame of
reference?
a. Absolute motion c. Rectilinear motion
b. Relative motion d. None of the above

21
 22
Activity 2.7 Check Problem 2 Activity 2.3 Beating the Traffic
Yourself
Guide Questions
1. 1. The direction of the car is going East
relative to the truck.
2. The direction of the truck is going to
South relative to the car.
3. No, because they have different
Velocities.
4.
2.
Activity 5 Fill Me
Out
1. Relative motion
2. Relative
3. Stationary
4. Velocity
5. Opposite
6. Straight line
7. two Activity 2.4: Row, row the Boat!
Answers may vary
Activity 2.2: Run with Me!
Activity 2.1:
Hide and Seek!
1. Acceleration
2. Position
3. Speed
4. Velocity
5. Motion vary
1.6: Quick Check: Answers may Activity 1.5: Problem Solving:
Activity 1.3: The Car is in Motion!
ASSESSMENT What I Know
1. A 11. B 1. A 11. B
2. B 12. B 2. B 12. B
3. C 13. C 3. C 13. A
4. D 14. C 4. B 14. C
5. B 15. D 5. A 15. A
6. C 6. D
7. B 7. B
8. D 8. A
the graph
9. B 9. C
Activity 1.4 : Area Under and Velocity
10. D 10. B
Answers may vary Determining Average Speed
Activity 1. 1 Look and Tell : Activity1.2
Answer Key
 EDITOR’S NOTE

This Self-learning Module (SLM) was developed by DepEd

SOCCSKSARGEN with the primary objective of preparing for
and addressing the new normal. Contents of this module were
based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all
learners of region XII in all public schools beginning SY 2020-
2021. The process of LR development was observed in the
production of this module. This is version 2.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

23
12
General Physics 1
Quarter 1 – Module 3:
Kinematics: Projectile and
Circular Motion
General Physics 1 – Grade 12
Self-Learning Module (SLM)
Quarter 1 Week 3 – Module 3: Kinematics: Projectile and Circular Motion
Second Edition, 2021

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Richard V. Denila, Laarni A. Pabiona
Lani L. Cordero Kimberly B. Palang
Roselyn C. Benitez Louilla C. Defiño
Gaylord L.Dela Cruz Marissa H. Gregorio
Mary Grace F. Macawile Marian Mae G. Santos
Annie Lee H. Selorio Farrah Mae E. Inamarga
Agustin A. Pandoma
Editors : Retchie Joy B. Pisaña Emma T. Surita
Lily Rose Y. Rafaila Agustin A. Pandoma
Christine Joy G. Sua

Reviewers: Lorelie C. Salinas Jay Sheen A. Molina

Illustrators: Richard V. Denila Merbin M. Sulit
Layout Artists: Welmer M. Leysa
Cover Art Designer: Ian Caesar E. Frondoza
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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.p

ii
Introductory Message
This Self-Learning Module (SLM) is prepare so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step as
you discover and understand the lesson prepared for.

Pre-test are provided to measure the prior knowledge on lessons in each SLM. This
will tell you if you need to proceed on completing this module, or if you need to ask
you facilitator or teacher’s assistance for better understanding of the lesson. At the
end of each module, you need to answer the posttest to self-check your learning.
Answer keys are provided for each activity and test. We trust that you will be honest
in using these.

In addition to the material in the main text, Notes to the Teachers are also provided
to the facilitators and parents for strategies and reminders on how they can best help
you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this
SLM. Use a separate sheet of paper in answering the exercises and tests. Read the
instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the tasks
in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

iii
 What I Need to Know

Hello! Are you ready to fall? What if the Earth suddenly loses gravity? Everything and
everyone, including you, will be floating around. Our earthly environment is stable
because things around us remain in place. They tend to stand only in upright
positions. Whenever things fall, they go down.

In this module, the focus of our topic is projectile motion. You will deal with complex
movements involving objects that change direction including curved movements or
the motion of the object thrown through the air.
At the end of the lesson, the learners are able to:
a. Describe the projectile motion along the horizontal (x) and vertical (y)
component; and
b. Calculate range, time of flight, and maximum heights of projectiles.
c. Define tangential velocity, tangential acceleration, centripetal acceleration
and radius of curvature; and
d. Differentiate circular motion from rotational motion; and solve problems
involving circular motion.

1
 What I Know

Direction: Read and understand the questions. Write the letter of the correct answer
on a separate sheet.

1. What is the unit of measurement used for speed?

A. meter C. meter per second squared
B. meters per second D. Second

2. Which of the following best describes zero acceleration?

A. The body is at rest
B. The velocity of the body is constant
C. The velocity of the body is equal to zero
D. The velocity of the body is not zero

3. Hammer and nail are dropped at the same time from rest in a vacuum. Which of
the following statement is true?
A. The hammer reaches the ground first followed by the nail.
B. The nail reaches the ground first followed by the hammer.
C. Both hammer and nail reach the ground at the same time.
D. The time of fall cannot be determined.

4. Why is velocity called vector quantity?

A. It has magnitude only. C. It has both magnitude and direction.
B. It has direction only. D. It has no magnitude and direction.

5. Which of the following is the speed of an object at a specific moment in time?

A. average speed C. momentum speed
B. instantaneous speed D. pinpoint speed

6. Which of the following would NOT be considered a projectile?

A. A cannon ball rolling down a slope C. A cannon ball thrown in the air.
B. A cannon ball rolling off a table D. A cannon ball thrown straight up

7. At the instant, a ball is thrown horizontally with a large force, an identical ball is
dropped from the same height. Which ball hits the ground first?
A. Dropped ball C. The horizontal thrown ball
B. Neither ball hit at the same time D. The vertically thrown ball

8. Which of the following statements is NOT true about projectile motion?

A. Horizontal velocity of projectile is constant
B. It is a combination of two independent motion-vertical and horizontal
C. The motion of the projectile released vertically downward is accelerated
D. Both horizontal and vertical velocities are constant

2
9. Which of the following is TRUE for a uniform circular motion?
A. The tangential speed and the tangential velocity are constant.
B. The tangential speed is decreasing, but the tangential velocity is constantly
changing.
C. The tangential speed is increasing, but the tangential velocity is constantly
changing.
D. The tangential speed maybe constant, but the tangential velocity is
constantly changing.

10. Which of the following equations is used to calculate centripetal acceleration?

𝑣2 𝑣 𝑣2 𝑣
A. ac = B. ac = C. ac = D. ac =
𝑟2 𝑟2 𝑟 𝑟

11. Which best describes the position of tangential speed of any object in a circular
path?
A. Directed to the centripetal acceleration.
B. Moving away from the centripetal acceleration.
C. Moving parallel to the centripetal acceleration.
D. Perpendicular to the centripetal acceleration.

12. A motorcycle whose speed is 70 km/h rounds a curve whose radius of

curvature is 100 m. What is the acceleration?
A. 2.5 m/s2 B. 8 m/s2 C. 4.1 m/s2 D. 4.9 m/s2

13. A child whirls a ball at the end of a rope in a uniform circular motion. Which of
the following statements is NOT true?
A. The magnitude of the ball’s acceleration is constant.
B. The radius is constant.
C. The speed of the ball is constant
D. The velocity of the ball is constant.

14. When a student stands on a rotating table, which of the following best
describes about the frictional force exerted by the table on a student?
A. It is directed away from the center of the table.
B. It is equal in magnitude than the frictional force exerted on the table by the
student.
C. It is greater in magnitude than the frictional force exerted on the table by the
student.
D. It is less in magnitude than the frictional force exerted on the table by the
student.

15. Two identical cars, one on the moon and the other one on earth, a rounding
banked curves at the same speed with the same radius and different angles. The
acceleration due to gravity on the moon is 1/6 that of earth. How do the centripetal
acceleration of each car compare?
A. The centripetal acceleration is the same for both cars.
B. The centripetal acceleration of the car on earth is greater than of the moon.
C. The centripetal acceleration of the car on earth is less than that of the moon.
D. This cannot be determined without knowing the radius and the angle

3
 Lesson

1 Projectile Motion

Lesson Objectives:

1. Describe the projectile motion along the horizontal (x) and vertical (y)
component; and
2. Calculate range, time of flight, and maximum heights of projectiles.

What’s In

Our lesson for today will focus on objects that move in a parabolic path, where
the horizontal and vertical components of the projectile are independent of each
other. There is a major difference between the vertical and horizontal motion of a
projectile. This is that the vertical motion (y axis) is changing, but the horizontal
motion (x axis) is constant.

Before we proceed, perform a simple activity to check your knowledge on linear

motion.

Direction: Complete the concept map by filling in the ellipses with the appropriate
words related to motion. Use the words inside the box.

Velocity 2 Dimensions Time

Acceleration 1 Dimension Kinematic Equations

Good Job! You have answered correctly our activity.

4
 What’s New

Do you know Galileo Galilei? He was the first to describe projectile motion as having
two components: horizontal and vertical.
Can you recall the recent basketball game you watched or played? If you are
asked to tell how the ball moves when the player scores the basket, how would you
describe it? Does the ball follow a straight path from the players hand to the basket?
Discover as we go along with our topic today.

Are you ready to enhance your skills by performing the next activity?

Activity 1: Paint Me A Picture!

Materials: Activity Sheets, Writing materials
Procedure:
Study the illustration below and perform the task given.
Scale: 1 grid equal to 1 cm

Figure 3. A ball’s motion released at different angles

Guide Questions
1. What did you observe on the motion of the projectile?
2. Compare the motion of the projectile at different angles.
3. At what angle did the projectile reach the maximum height? lowest
height? farthest distance? shortest distance?
4. Using the grid, complete the table below.

5
 Horizontal Component Vertical Component
Angle (Ɵ)
(x) (y)
15° 4.00 cm 0.40 cm
30° 6.50 cm 1.10 cm
45° 8.50cm 2.20 cm
60° 6.50 cm 3.00 cm

75° 4.00 cm 4.00 cm

What is It

Based from what you’ve discovered in activity 2, a projectile traces a curved

(parabolic) line because at the same time that the ball is moving horizontally, it is
also moving vertically under the effect of gravity. At this instant, the object is
undergoing projectile motion following a trajectory path.
A projectile is an object that is initially thrown into the air and continues to
move on its path acted upon by gravity. From figure 2, you can see the different
elements of projectile. When launching the projectile, it is given an initial velocity v i
at initial angle ɵ. As it travels through the air, it displaces in two dimensions along
the horizontal, x and vertical, y.
Based on the diagram in activity 1, component in X and Y represents
velocities. Resultant velocity is the vector sum of two velocities. Applying the
concept of Pythagorean theorem we can solve the magnitude of the resultant velocity
using the formula:
Vr2 = Vx2 + Vy2
We should know that trigonometry already gives us the ability to relate side lengths
of a right triangle-hypotenuse, opposite, adjacent-and one of the angles, Ѳ as seen
below.

opposite
sin  =
hypotenuse
adjacent
cos =
hypotenuse
opposite
tan  =
adjacent
Figure 4. Right triangle

6
When we break diagonal vector into two diagonal components, the total vector and
its components-v, vy, vx - form a right triangle because of this we can apply the same
trigonometric rules to a velocity vector magnitude and its two components. Notice
that vx is treated as the adjacent side, vy as the opposite and v as the hypotenuse.
vy
sin  =
v
vx
cos =
v
vy
tan  =
Figure 5. Vector Components vx
How can we use the components to find the magnitude, v and angle Ѳ of the total
velocity vector?

Finding the magnitude of the total velocity vector for any right triangle, the side
lengths of the hypotenuse will be related to Pythagorean theorem: Vr2 = Vx2 + Vy2

Finding the angle or position of the total vector using

vy
tan  =
vx

Aside from initial, final velocities and angles, we usually consider factors in projectile
motion:
time of flight, t the entire duration while the projectile is at its
trajectory;
range, R is the horizontal distance covers by a projectile;
maximum height, ymax is the maximum vertical displacement travelled
by the projectile.

The projectile motion involves two components:

Figure 6. Projectile Motion

7
Horizontal (x) Component

The horizontal component of the velocity of an object along the horizontal is constant
or the same anywhere on the trajectory which means that there is no acceleration.
The first two kinematic equations should be written as;
vfx = vix = vx = v cos ɵ Equation 1
x = vxt Equation 2
where;
vfx is the final horizontal velocity
vix is the initial horizontal velocity
vx is the horizontal velocity
where ɵ is the angle from the horizontal. This also assumes that the initial position
is zero.

Vertical (y) Component

Now, let us inspect the vertical motion of a projectile. From our discussion earlier,
you know that projectile motion, when viewed along a vertical, accelerates at a rate
of –g. Note also that when a projectile reaches its maximum height, the velocity along
the vertical is zero. From this assumption, you can write the first two kinematic
equations as;
vy = v sin ɵ Equation 3

vymax = 0 at ymax
Vyf = vyi - gt
yf = yi + vyit – ½ gt2 Equation 4

where;
vy is the vertical velocity
vymax is the maximum vertical velocity
vyf is the final vertical velocity
vyi is the initial vertical velocity
g is the acceleration due to gravity
t is the time
yf is the final vertical displacement
yi is the initial vertical displacement

At this point, we will consider an object thrown at an angle from the horizontal with
a velocity. Looking at the object at the highest point (v = 0), the third kinematic
equation for vertical motion above will be:

vyi = gt
𝑉𝑦𝑖
𝑡= Equation 5
𝑔

It takes the object the same time to reach from the initial to highest point; and from
the highest point down.

8
To find the R, we need to substitute 2t in the fifth kinematic equation of projectiles:

𝑣 2 2 cos ɵ sin ɵ
R = vx (2t) R=
𝑔
𝑉𝑦𝑖 𝑣 2 sin 2 ɵ
R = vx (2 ) R=
𝑔 𝑔
Use the equations as tools in analyzing projectile motion. You can compute nearly
every aspect of motion by using combinations of these kinematic equations.

Sample Problem 1:

A bullet is fired from gun mounted at an angle of 30°. If the muzzle velocity is
400 m/s , calculate:

a. Vertical velocity component

b. Horizontal velocity component
c. Maximum height reach
d. Time of flight
e. Range
Given:

ɵ = 30°
vi = 400 m/s

Solution:

a. Vertical velocity component d. Total time of flight, tT

vy = vi sin ɵ 2 (𝑣𝑦 )
tT =
𝑔
= (400m/s)(sin 30°)
= (400m/s)(0.500) 2 (200 𝑚/𝑠)
= 𝑚
= 200 m/s (9.8 2 )
𝑠

b. Horizontal velocity component 400 𝑚/𝑠

= 𝑚
vx = vi cos ɵ 9.8 2
𝑠

= (400m/s)(cos 30°) = 40.82 s

= (400m/s)(0.866)
= 346.4 m/s e. Range or Horizontal distance, R
𝑣 2 sin 2 ɵ
c. Maximum Height, vymax R=
𝑔
vy2
vymax = 𝑚
(400 𝑠 )2 (sin 60°)
2𝑔
= 𝑚
9.8 2
𝑠
(200𝑚/𝑠)2
= 𝑚
2 (9.8 2 ) 𝑚2
𝑠 160,000 2 (0.866)
= 𝑠
𝑚
9.8 2
𝑠

𝑚2
138,560 2
= 𝑠
𝑚
9.8 2
𝑠

= 14, 138.78 m

9
 What’s More

Hang on! Another task awaits you. You can do it.

Activity 4: Worry No More!

Materials: activity sheets, writing materials (pencil, pens, marker)

Direction: Two word problems are given below. The first problem is done as your
guide. Solve the next problem accurately.

Problem 1
A cannon ball on the ground is fired at 35° with an initial velocity of 250 m/s.
a. How long will it take to hit the ground?
b. How far from the cannon ball will it hit the ground?
c. Compute for maximum height to be reached by the cannon ball.

Given:
𝑚
v⃗i = 250 m/s ɵ = 35° g = 9.8
𝑠2
Solution:
a. The time of flight of the cannon ball
2vi sin  500m / s (sin 35) 500m / s (0.57) 285m / s
tf = = = = = 29.08s
g 9.8m / s 2 9.8m / s 2 9.8m / s 2
b. The range of the cannon ball
Vi 2 sin  ( 250m / s ) 2 2 sin 35 62,500m 2 / s 2 2(0.57)
R= = =
g 9.8m / s 2 9.8m / s 2

62,500m 2 / s 2 (0.9397) 58,730.79m 2 / s 2

= = = 5,992 .94 m
9.8m / s 2 9.8m / s 2

c. The maximum height that the cannon ball reached

Vi 2 sin 2  ( 250m / s ) 2 (sin 35)(sin 35) 62,500m 2 / s 2 (0.57) 2
ymax = = =
2g 2(9.8m / s 2 ) 19.6m / s 2

62,500m 2 / s 2 (0.32899) 20,561.87m 2 / s 2

= = = 1,049 .08m
19.6m / s 2 19.6m / s 2
This time, it’s your turn to solve the next problem.

Problem 2

An arrow is launched at a velocity of 20 m/s in a direction making an angle of 25°

upward with the horizontal.

10
a. How long will it take to hit the ground?
b. How far from the cannon ball will it hit the ground?
c. Compute for maximum height to be reached by the cannon ball.

What I Have Learned

How are you? Did you have fun in answering and doing your activities? Hope you did
it well. Now, Let’s find out in the next activities.

Size up!
Direction: Below is the summary of the concepts learned in this module. Fill in the
blanks with the correct word/s to complete the statement.

two angle direction horizontal

equal magnitude vertical resultant
graphically projectile motion triangle component

A vector is a quantity having both (1)_________ and (2)_________. Two or more

vectors acting at the same point may combine to form a (3)___________whose effect is
(4)__________ to the combined effects of the (5)___________ vectors.

The resultant of two vectors may be found (6)___________ by drawing a vector

(7)___________, or it may be computed from knowledge of the vectors and the
(8)___________ between them. Its effect in each of these directions is called
(9)___________.

(10)____________ is the motion along two components; the (11)___________ and

(12)____________ component in which is independent of each other.Projectile motion
problems can be analyzed using the five (5) kinematic equations. The table below
summarizes the equations applicable for its component of projectile motion. v⃗i refers to
the initial velocity, v⃗ix is the initial horizontal velocity, v⃗iy is the initial vertical velocity
and ɵ is the angle of projection.

Direction: Complete the table with the correct formula or equation.

Horizontal and Vertical Components of Projectile Motion

Horizontal Vertical

Acceleration (1) (2)

(3) v⃗y = v⃗i sin ɵ

Velocity v⃗x = v⃗ix v⃗y = v⃗iy + gt

dx = v⃗xt 1
dy = v⃗iy + 𝑔𝑡 2
2
Displacement
(4) (5)

11
 What I Can Do

Hang on! You’re almost there! This time, you will do something special that is
applicable to your day to day activities. Shall we?
Activity 5: Away you go!
Materials:
Activity Sheets Writing Materials
Problem:
An object is launched at a velocity of 25 m/s in a direction making an angle of 30°
upward with the horizontal.

a. What is the maximum height reached by the object?

b. What is the total flight time (between launch and touching the ground) of the
object?
c. What is the horizontal range (maximum x above the ground) of the object?
d. What is the magnitude of the velocity of the object just before it hits the ground?

Lesson

2 Circular Motion

Learning Objectives:

1. Define tangential velocity, tangential acceleration, centripetal acceleration

and radius of curvature; and
2. Differentiate circular motion from rotational motion; and solve problems
involving circular motion.

What’s In

Our lesson for today will focus on objects that move in circular motion. Let us perform
an activity to refresh our mind about our previous lesson.

12
Activity 1: Decode Me!
Direction: To decode the terms, write the letter of the alphabet that comes after each
letter. The underlined letters should not be replaced. A clue is given under
each scrambled letters. Write your answer on the blank provided.
1. B I Q B T K A Q L N S I N M
– A motion of a body along a circular path.
Answer: ___________________________

2. S A M F D M S H A K A B C D K E Q A S H O M
– Changes in the magnitude of velocity but not in direction.
Answer: ___________________________

3. B D N S R H O D S A K A C B D L D R A S H N N
–Acceleration that causes an object to move along a circular path.
Answer: ___________________________

4. Q A C H U R N E C T Q U A S T R E
–Radius of a circle.
Answer: ___________________________

5. S A M F D M T H A K V D L N B I S X
–Linear speed of any object moving along a circular path.
Answer: ___________________________

What’s New

Do you know that the moon moves around the earth once every 28 days? It is
said to travel in an almost circular path similar to the stone hurled by David at Goliath
in an encounter related in the Old Testament.

In David’s case, a force was transmitted from his hand to the revolving stone
through the sling. This force was lost as soon as David let go of the stone. The stone
flew off straight towards Goliath. Therefore, an inward pull kept it moving in a circle.

Well Done! Furthermore, you need to enhance your knowledge by performing

the succeeding activities.

Activity 2: Wiggle- Wiggle!

Materials: activity sheets writing materials

piece of 2m long tie box 350mL empty bottled water with cap
sand timer (stop watch, watch, cell phone)
scissors

13
 Figure 1. A boy whirling the bottle on
his hips

Procedures:
1. Fill the bottle with sand and make sure
to cover it.
2. Tie the 2m long tie box in your waist.
(Make sure the tie box is loose enough to
allow the filled bottle with sand to rotate)
and tie the other end to the neck of the filled
bottle with sand. Make sure the distance
from your waist to the bottle neck is 0.5m.
3. Wiggle like you are playing hula- hoop to
rotate the bottle around your body for 60
seconds.
4. Count the number of the rotation you made within the given time (60 seconds).
5. Quickly cut the tie box near the waist.
6. Repeat the procedures 2-5 using 0.75m and 1m long tie box distances from your
waist to bottle neck.
7. Calculate the tangential velocity and centripetal acceleration.
8. Record your observations on the table below.

Centripetal
Period, T / 1 Tangential velocity acceleration
Radius, r (m/s)
complete rotation (𝑚/𝑠2 )
(m)
(1/s) 𝑣𝑡 = 2πr⁄𝑇
⃗⃗⃗⃗ 𝑣 𝟐
⃗⃗⃗⃗
𝑎𝑐 = 𝑡 ⁄𝒓
⃗⃗⃗⃗
0.50
0.75
1.00

Guide Questions
1. What happened to the number of rotation as the length of the tie box increases?
2. What is the effect on the speed and direction of an object’s motion when you
quickly cut the tie box?
3. Solve for tangential velocity and centripetal acceleration.
4. Describe the relationship between the length of the tie box to the tangential
velocity and centripetal acceleration.
5. What is the difference between circular and rotational motions?

14
 What is It

Have you ever experienced Octopus ride in a carnival? Can you imagine the high and
low points of your ride? Same is true with life – it has high and low points too.
Based from what you’ve discovered in activity 2, the force that keeps the marble stuck
to the glass is called the centripetal force and it results from the circular path of the
marble and the shape of the glass. The force applied to wiggle the glass must be strong
to maintain a constant speed fast enough to prevent the marble from falling off the
glass.

Circular motion is a movement of an object along the circumference of a circle or

rotation along a circular path. It can be uniform, with constant angular rate of rotation
and constant speed, or non-uniform with a changing rate of rotation.

Period, T is the time required for an object to make one (1) complete revolution.
𝟏 𝟐𝝅
The mathematical equation is T = or T = ⃗
.
𝒇 𝒗

Frequency, f is the number of revolutions completed by an object in a given time and

𝟏
can be computed using the formula f = .
𝑻

Rotational motion is the motion of the rigid body which takes place in such a way
that all its particles move in circles about an axis with a common angular velocity; also,
the rotation of a particle about a fixed point in space.

Activity 3 shows a body moving continuously in a circle. The direction of acceleration

is the same as the direction of the tangential velocity. Since velocity is perpendicular
to the radius, change in velocity is in the same direction as radius and points towards
the center of the circle, thus making it a centripetal acceleration.

Centripetal acceleration, ⃗⃗⃗⃗

𝒂𝒄 is a property of the motion of a body traversing a
circular path. It can be computed using:
𝒗𝟐
𝒂𝒄 =
⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗𝒄 = 𝒓𝛚𝟐
𝒐𝒓 𝒂
𝒓
Centripetal force, ⃗⃗⃗⃗
𝑭𝒄 is a force that acts on a body in a circular path and is directed
toward the center around which the body is moving. Its formula is:
𝟐
𝒎𝒗
⃗⃗⃗
𝑭𝒄 = = m𝒂
⃗⃗⃗⃗⃗ ⃗⃗⃗ c or 𝑭𝒄 =
⃗⃗⃗⃗⃗
𝒓

Tangential velocity, ⃗⃗⃗

𝒗𝒕 is the linear speed of any object moving along a circular path.
The equation used to compute is:
𝟐𝝅𝒓
𝒗𝒕 =
⃗⃗⃗⃗
𝑻

15
Tangential acceleration, 𝒂
⃗⃗⃗⃗𝒕 is a measure of how quickly a tangential velocity changes.
It always acts perpendicular to the centripetal acceleration of a rotating object. To
compute for tangential acceleration, the formula for centripetal acceleration will be
used.
𝒗𝟐
𝒂𝒕 =
⃗⃗⃗⃗ 𝒂𝒕 = 𝒓𝛚𝟐
𝒐𝒓 ⃗⃗⃗⃗
𝒓
Radius of curvature is the reciprocal of the curvature. For a curve, it equals the radius
of the circular arc which best approximate the curve at that point.
Activity 3 further explains the relationship among radius, period, tangential velocity
and centripetal acceleration. It was observed that as the radius increases, the
tangential velocity and centripetal acceleration also increase, while the period
decreases. Hence, radius is inversely proportional to period and directly proportional
to tangential velocity and centripetal acceleration.

What’s More

Hang on! Another task awaits you. You can do it.

Problem:
The blade of a fan is 0.20 m long and makes 20 revolutions/seconds.
a) What is the period of the motion of the blade?
Given:
f=
Solution:

16
 What I Have Learned
b) If the mass of the blade is 0.5 kg, determine the centripetal force.
c) What provides the centripetal force when the blade moves in a circular
path?
d) What happens to the acceleration of the blade if the velocity is doubled and
the radius of the circle is halved?
Are you still with me? Well, let’s have more fun! This time you’re going to assess your
learning by filling in the blanks with the correct word/s to complete the statement.
Choose your answer from the set of words found inside the box. Write your answer on
a separate sheet of paper.

Angular velocity Circular motion Reciprocal Tangential acceleration

Revolution Perpendicular Frequency Non-uniform
Uniform Centripetal acceleration

A movement of an object along the circumference of a circle or rotation along a

circular path is called (1)_______________. It can be (2) _______________, with constant
angular rate of rotation and constant speed, or (3) _______________ with a changing rate
of rotation. The time required for an object to make one complete
(4) _______________is known as Period. (5) _______________is the number of revolutions
completed by an object in a given time.
Rotational motion is the motion of the rigid body which takes place in such a
way that all its particles move in circles about an axis with a common (6) ____________.
(7) _______________ is a property of the motion of a body traversing a circular path.
Centripetal force is a force that acts on a body in a circular path and is directed towards
the center around which the body is moving.
Tangential velocity is the linear speed of any object moving along a circular path while
(8) _______________ is a measure of how quickly a tangential velocity changes. It always
acts (9) _______________ to the centripetal acceleration of a rotating object.
Radius of curvature is the (10) _______________ of the curvature. For a curve, it
equals the radius of the circular arc which best approximate the curve at that point.

What I Can Do

Activity 4: Captured!
Amazing! You have done a great job in assessing your

Figure: Death Wall

17
 Assessment
leanings! This time, you will increase your skills in solving problems related to your
day to day activity. Are you ready?
Materials:
Activity Sheets Writing Materials
Direction: In 2-3 sentences, describe the given picture the concepts you have learned
about circular motion

Congratulations! You have made it! Before we end up, lets us test your mastery of the
concepts by answering the questions below.
Direction: Read and understand the questions. Write the letter of the correct answer
on a separate sheet.

1. At the instant, a ball is thrown horizontally with a large force, an identical ball is
dropped from the same height. Which ball hits the ground first?
A. Dropped ball C. The horizontal thrown ball
B.Neither ball hit at the same time D. The vertically thrown ball
2. Hammer and nail are dropped at the same time from rest in a vacuum. Which of
the following statement is true?
A. The hammer reaches the ground first followed by the nail.
B. The nail reaches the ground first followed by the hammer.
C. Both hammer and nail reach the ground at the same time.
D. The time of fall cannot be determined.
3. Why is velocity called vector quantity?
A. It has magnitude only. C. It has both magnitude and direction.
B. It has direction only. D. It has no magnitude and direction.

4. Which of the following is the speed of an object at a specific moment in time?

A. average speed C. momentum speed
B. instantaneous speed D. pinpoint speed
5. What is the unit of measurement used for speed?
A. Meter C. meter per second squared
B. meters per second D. Second
6. Which of the following best describes zero acceleration?
A. The body is at rest
B. The velocity of the body is constant
C. The velocity of the body is equal to zero
D. The velocity of the body is not zero
7. Which of the following would NOT be considered a projectile?
A. A cannon ball rolling down a slope
B. A cannon ball rolling off a table

18
 C. A cannon ball thrown in the air
D. A cannon ball thrown straight up
8. Which of the following statements is NOT true about projectile motion?
A. Horizontal velocity of projectile is constant
B. It is a combination of two independent motion-vertical and horizontal
C. The motion of the projectile released vertically downward is accelerated
D. Both horizontal and vertical velocities are constant
9. Which of the following is TRUE for a uniform circular motion?
A. The tangential speed and the tangential velocity are constant.
B. The tangential speed is decreasing, but the tangential velocity is constantly
changing.
C. The tangential speed is increasing, but the tangential velocity is constantly
changing.
D. The tangential speed maybe constant, but the tangential velocity is constantly
changing.
10. A child whirls a ball at the end of a rope in a uniform circular motion. Which of
the following statements is NOT true?
A. The magnitude of the ball’s acceleration is constant.
B. The radius is constant.
C. The speed of the ball is constant
D. The velocity of the ball is constant.
11. Two identical cars, one on the moon and the other one on earth, a rounding
banked curves at the same speed with the same radius and different angles. The
acceleration due to gravity on the moon is 1/6 that of earth. How do the
centripetal acceleration of each car compare?
A. The centripetal acceleration is the same for both cars.
B. The centripetal acceleration of the car on earth is greater than of the moon.
C. The centripetal acceleration of the car on earth is less than that of the moon.
D. This cannot be determined without knowing the radius and the angle.

12. What will happen to a satellite when it moves in a circular orbit around earth and
maintaining a constant speed?
A. The acceleration changes away from the earth.
B. The gravitational force changes towards earth.
C. The net acceleration away from earth.
D. The net gravitational force towards earth.
For questions number 13 – 14 pertain to the statement below:
A 0.2 kg ball rotates at a constant speed of 3 m/s on the end of 1.2 meter long
string.
13. What is the centripetal acceleration of the object?
A. 1.2 m/s2 B. 3.0 m/s2 C. 3.2 m/s2 D.7.5 m/s2

14. What is the centripetal force exerted on the object?

A. 0.2 N B. 1.0 N C. 1.2 N D. 1.5 N

19
15. A girl stands at the edge of a rotating table. In order to keep him moving in a
circular path the table applies a certain force of the girl. Which of the following is
the reaction force to this force?
A. The force of gravity exerted on the girl by earth.
B. The kinetic friction exerted on the table.
C. The normal force exerted by the girl on the table.
D. The static friction force exerted by the girl on the table

Additional Activities

Amazing! You made it! However you’ve got one more activity! Activity 6 will
increase your skills and confidence.

Activity 6: Harness what you have!

Materials:

Activity sheet Writing materials

Direction:

1. Create Hugot lines/pick—up lines using the concepts learned from

this module.
2. Please be guided by the rubrics.
Rubrics for Hugot lines/Pick-up lines

Category 5 (Excellent) 3 (Average) 1 (Poor)

Words go perfectly Words somewhat Words do not go
together. There is go together but together. The lines
unity between the need more and stanzas go away
Cohesiveness lines and stanzas cohesiveness. The from the topic
which connect with lines and stanzas
the topic sometimes go
away from the
topic
Uses three or more Uses one or two Uses no elements
elements to enhance elements but they
Use of elements the task and catches sometimes
the reader’s emotion distract the
readers
Uses three or more Uses one or two Does not use unique
unique metaphors unique metaphors metaphors and
Creativity and similes to and similes to similes
describe situations, describe
objects and people situations, objects
and people

20
 21
What I Have Learned
Size Up!
1. Magnitude 7. Graphically
2. Direction 8. Angle
3. Resultant 9. Component
4. Equal 10. Projectile motion
5. Two 11. Horizontal
6. Triangle 12. Vertical
Table (Projectile Motion)
Horizontal and Vertical Components of
Activity 4: Worry No More Projectile Motion
Acceleration a⃗x = 0 a⃗y = g
Given: Velocity v
⃗ x = v ⃗ i v
⃗y= v ⃗ i sin ɵ
vi = 250 m/s cos ɵ ⃗vy = ⃗viy + gt
ɵ = 35° v ⃗ ix
⃗x= v
Displacement dx = v
⃗ xt 1
Solution: dy = v
⃗ iy + 𝑔𝑡 2
2
a. The time of flight of the cannon ball
2𝑣
tf = 𝑖 𝑠𝑖𝑛
𝑔
𝑚
2 ቀ250 ቁ(𝑠𝑖𝑛35°)
𝑠
= 𝑚
9.8
𝑠2
Activity 1: Paint Me A Picture
= 29 s
Guide Questions
b. The range of the cannon ball 1. It follows a parabolic path.
𝑣𝑖2 sin (2)
R= 2. The motion of projectile at different
𝑔
angles follows a parabolic path but
𝑚 differs in height and distance reached.
(250 )2 sin(2(35°))
𝑠
= 𝑚 3. The maximum height is at 750, lowest
9.8 2
𝑠
height is at 150, farthest distance is at
= 6.0 x 103 m 450 & shortest distance is at 750 & 150.
Horizontal Vertical
Angle (ɵ)
c. The maximum height that the cannon ball Component (x) Component (y)
reached 15° 4.00 cm 0.40 cm
𝑣𝑖2 𝑠𝑖𝑛2
Ymax = 30° 6.50 cm 1.10 cm
2𝑔
𝑚 45° 8.50cm 2.20 cm
(250 )2 𝑠𝑖𝑛2 35°
𝑠
= 𝑚 60° 6.50 cm 3.00 cm
2 (9.8 2 )
𝑠
75° 4.00 cm 4.00 cm
= 1.0 x 103 m
What’s In Post test Pretest
1. B 1. B
2. C 2. B
3. C 3. C
4. B 4. C
5. B 5. B
6. B 6. A
7. A 7. B
8. D 8. D
9. D 9. C
10. D 10. B
11. D 11. C
12. D 12. D
13. D 13. C
14. A 14. C
15. C 15. B
Lesson 1
Answer Key
 22
and development pp 49-52
project. University of the Philippines-Institute for Science and Mathematics Education
Physics Teacher Resource Material. Philippines-Australia Science and Mathematics Education
Navaza, D.C., & Valdez, B.J. (1990). Science and Technology IV: Physics. Pp 75-85
Higher Education. pp 27-30 General Physics 1 ; Teachers Guide pp. 27-33
Commission on Higher Education, Garcia Avenue, Diliman, Quezon City: Commission on
Physics 1. Edited by Eduardo C. Cuansing, Ph.D, Voltaire M. Mistades, Ph.D.. 4th Floor
Esguerra, Jose Perico H. , Ph.D., R. A. (2016). Teaching Guide for Senior High School: General
Links Physics. pp. 30-39
Aquino, M.D., Abistado, J.M., & Forteza, R.S. (2012). Work text Science and Technology IV: Science
BOOKS
References
What I Have Learned
1. Circular Motion 2. Uniform
3. Non uniform 4. Revolution
5. Frequency 6. Angular velocity 8.
7. Centripetal Acceleration 8. Tangential Acceleration It increases by a factor of f.
9. Perpendicular 10. Reciprocal rate.
it is moving in a constant
circular motion it means
Activity 2: Wiggle- Wiggle! uniform
The blade must move in a e.
Guide Questions 900 N d.
1. If the length of the tie box is increased, the number of rotation 3, 155 m/s2 c.
decreased. 25.1 m/s b.
2. When you quickly cut the tie box of an object’s motion, the speed 0.05 s a.
and direction will change moving out to its path. The speed will
become slower and eventually it will stop directed to outward What’s More!
center of circular path. The result, the object will follow a straight
path.
3. Answer depends on the result of the activity performed. Activity 1: Decode Me
4. As the length of the tie box increases, the tangential velocity and
centripetal acceleration decreases. Therefore the relationship is 1.CIRCULAR MOTION
inversely proportional. 2.TANGENTIAL
5. Circular motion is associated with centripetal force. It is when the ACCELERATION
body moves around some other body while rotational motion is 3.CENTRIPETAL
associated with torque. It is always when a body moves on its own ACCELERATION
axis and when a body spins around center of gravity or its own 4.RADIUS OF CURVATURE
axis. 5.TANGENTIAL VELOCITY
Lesson 2
d )v R = ?
v x = vo cos 
vy = vo sin 
vR = v x 2 + vY 2
 EDITOR’S NOTE

This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with

the primary objective of preparing for and addressing the new normal. Contents of
this module were based on DepEd’s Most Essential Learning Competencies (MELC).
This is a supplementary material to be used by all learners of Region XII in all public
schools beginning SY 2020-2021. The process of LR development was observed in
the production of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN Learning Resource Management System

(LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083)
2281893
Email Address: region12@deped.gov.ph