Senior High School

General Physics I
Module 2:
Rectilinear Motion

AIRs - LM
LU_General Physics I_Module2
 GENERAL PHYSICS I
Module 2: Rectilinear Motion
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without
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Author: Martin Gregor D. Allada

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LU_General Physics I_Module2

 Senior High School

General Physics I
Module 2:
Rectilinear Motion

LU_General Physics I_Module2

 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 shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed with completing this module
or if you need to ask your facilitator or your teacher’s assistance for a 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 Teacher are
also provided to our 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. And 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.

LU_General Physics I_Module2

 Target

“Life is like riding a bicycle, to keep you balance, keep moving” (Aristotle). Motion is
a very important concept we need to learn in life. Thus, in this module, you will learn
quantitative descriptions of motion such as speed, velocity and acceleration.
Specifically, it will focus on objects moving along a straight path, that is, rectilinear
motion.

After going through this module, you are expected to:

1. convert a verbal description of a physical situation involving uniform
acceleration in one dimension into a mathematical description
(STEM_GP12KINIb12).
2. interpret displacement and velocity, respectively, as areas under velocity vs.
time and acceleration vs. time curves (STEM_GP12KINIb14);
3. interpret velocity and acceleration, respectively, as slopes of position vs. time
and velocity vs. time curves (STEM_GP12KINIb15);
4. construct velocity vs. time and acceleration vs. time graphs, respectively,
corresponding to a given position vs. time-graph and velocity vs. time graph
and vice versa (STEM_GP12KINIb16).
5. solve for unknown quantities in equations involving one-dimensional
uniformly accelerated motion, including free fall motion
(STEM_GP12KINIb17); and
6. solve problems involving one-dimensional motion with constant acceleration
in contexts such as, but not limited to, the “tail-gating phenomenon”, pursuit,
rocket launch, and free-fall problems (STEM_GP12KINIb19).

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 Jumpstart

Activity 1: How FAST or SLOW?

1. LO Series Maglev which is a Japanese train holds a record because it is the

fastest train that could operate in just one hours and seven minutes. Do you
think how fast is the maglev train?

2. School zone signs are placed when children are expected to travel to and from
school. Because of this speed limit must be taken into consideration. What
must be the speed limit of a vehicle when passing through a school zone area?

3. Jamaican sprinter Usain Bolt is still known as the fastest man alive. Though
he retired in 2017 (and had lost a race or two), the eight-time Olympic gold
medalist currently holds the official world record for both the men’s 100-
meter and 200-meter sprints, which he achieved at the 2009 World
Championships in Berlin. How fast can he run in a 100-meter dash for the
record?

Activity 2: Which is My Way!

A painter accidentally drops his paint brush from the top of a 10-m wall.
Describe the motion of the paint brush in terms of velocity and acceleration as it falls
to the ground. Write the letter of your answer on your answer sheet.

1. The velocity of the paint brush

A. increases
B. decreases
C. constant
D. zero

2. The acceleration of the paint brush

A. increases
B. decreases
C. constant
D. zero

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 DESCRIPTION OF MOTION

Discover

Distance versus Displacement

Distance is a scalar quantity that does not require direction. It is defined as

the total length of path taken or traveled by an object. On the other hand,
displacement is a vector quantity that requires both the magnitude and the direction.
It is the measure of an object’s change in position relative to a reference point from
the initial position to the final position.

Consider the example below:

40 m
30 m

For the illustration, the man goes to work by walking. Upon reaching his
workplace, he made a detour towards a convenience store that is 4 km away from
his workplace. What is the total distance traveled by the man? What is his total
displacement?

The total distance is 70 m and the broken-lined arrow represents the total
displacement. To get the magnitude of the displacement (d), we can apply one of the

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methods in adding vectors the trigonometric method, specifically, the Pythagorean
Theorem.

d = √402 + 302 = √1600 + 900 = √2500 = 50 m

The direction is the angle (θ) that can be obtained using the tangent
function.
30
tan θ = = 36.90
40

Therefore, the displacement is 50 m, 36.90 South of East

Speed versus Velocity

Speed is a scalar quantity. It is the measure of how fast or slow an object is
moving regardless of the direction that the object is headed to. The exact speed of
the object at a specific time in its travel is uncertain. This is why we often use the
average speed in describing the motion of an object. Average speed is defined to be
the ration between the total distance and the time elapsed of travel. In equation, this
statement is:
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑑)
(v) average speed =
𝑡𝑖𝑚𝑒 𝑒𝑙𝑎𝑝𝑠𝑒𝑑 (𝑡)

where:v is the average speed (m/s)

d is the distance traveled (m)
t is the time taken to cover the distance (s)

The SI unit for speed is meter per second or m/s. For instance, if a bus has
covered 3.5 km (3,500 m) in 4 minutes (240 s), then its average speed is
v = 3,500 m/ 240 s = 14.58 m/s

When the magnitude and the direction of a body’s motion are needed, we use
velocity (v→). Velocity, therefore, is a vector quantity. Since it is a vector, we will
adopt a convention. When the object is moving to the right or to the positive side of
the x-axis, the velocity is positive (+). When the object is moving to the left or to the
negative x-axis, the velocity is negative (-). You can use also the North (N), South (S),
West (W) and East (E) direction. In mathematical equation velocity is:

𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 (𝐱→)
v→ =
𝑡𝑖𝑚𝑒 𝑒𝑙𝑎𝑝𝑠𝑒𝑑 (∆𝑡)

where: v→ is the velocity (m/s)

d→ is the displacement (m)
∆t is the elapsed time

Instantaneous Speed and Instantaneous

Velocity
In physics, we are sometimes more
interested in finding the speed of a body at a
certain instant of time. This is called
instantaneous speed/velocity. A
speedometer on the left measures and
displays the instantaneous speed of a vehicle
so that the driver could determine if he or
she is moving. As the vehicle changes its

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speed, the reading on the speedometer also changes. The speed of a vehicle or of any
object at an instant is called instantaneous speed. On the other hand, the
speedometer reading on the vehicle, together with the direction of its motion,
indicates instantaneous velocity.

Acceleration

Objects in motion change speed and direction. An object seldom moves at

constant speed nor does it remain in the same direction. Acceleration is defined as
the rate of change in velocity. Since velocity has two components – speed and
direction – a moving body undergoes acceleration if its velocity changes in either
speed or direction, or both at the same time. Acceleration is considered a vector
quantity. However, since our focus is on motion along a straight line, we can
disregard the direction. In mathematical equation, acceleration is:
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 (∆vf−vi)
a=
𝑡𝑖𝑚𝑒 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙 (∆𝑡)

The direction of the acceleration follows the direction of the vector with the
higher magnitude. A negative acceleration means that the speed decreases through
time, this is called deceleration. The SI unit of acceleration is meter per second
square or m/s2.

Consider a car that was initially moving at 2.0 m/s. After 5.0 s, it was observed
to be moving at 16.0 m/s. What is the acceleration of the car?
𝑚
(∆vf−vi) 16.0 𝑠 −2.0 𝑚/𝑠 14
a= = = = 2.8 m/s2
(∆𝑡) 5.0 𝑠 5

GRAPHICAL REPRESENTATION
OF MOTION

Position versus Time Curve

Suppose Silver “the Helping Dog” runs away and suddenly stopped when she's
5m away from her home. She then decides to take a short five-second rest in the
grass. After her five second rest, she hears the dinner bell ring and returned back to
her home. The position-time graph and table for her motion would look something
like this:

Table 1: Position-time table of the dog

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 Time (s) Position (m)
0.0 0.0
1.0 1.0
2.0 2.0
3.0 3.0
4.0 4.0
5.0 5.0
6.0 5.0
7.0 5.0
8.0 5.0
9.0 5.0
10.0 5.0
11.0 3.0
12.0 1.0
13.0 0.0

What do you think is the total distance traveled and displacement of Silver?

A graph is a visual representation of relationships between quantities such as

position and time. The position-time graph and table of the motion of the dog is given.
Take a look at Table 1 and graph 1 above. Figure 1 is a graphical representation of
the motion of the dog as described by the table. It consists of three-line segments.
Let us analyze the slope of each line.
First Part (Left Segment)

This is the slope of the left segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(5.0 𝑚)− (0.0 𝑚)

= (5.0 𝑠)− (0.0 𝑠)

(5.0 𝑚)
=
(5.0 𝑠)

= +1.0 m/s

The dog traveled 5.0 m away from her home in 5.0 s. The numerator or “rise”
is 5.0 m while the denominator or “run” is 5.0 s. Dividing rise over run gives the slope
which is +1 m/s. The slope is expressed in m/s, the unit for velocity.

If the line is horizontal, its slope is zero. If the line is vertical, its slope is
undefined.
In a position-time graph the slope of any nonvertical line gives the
velocity. The rise of the slope gives the displacement while the run of
the slope gives the change in time.

Second Part (Middle Segment)

This is the slope of the middle segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

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 (5.0 𝑚)− (5.0 𝑚)
= (10.0 𝑠)− (5.0 𝑠)

(0.0 𝑚)
=
(5.0 𝑠)

= +0.0 m/s

Since the slope is zero, this means the velocity is 0.0 m/s; the dog is not
moving during this time interval. What do you think the dog is probably doing?

A horizontal line on a position-time graph indicates zero velocity

or a body is at rest.

Third Part (Right Segment)

This is the slope of the right segment.

𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(0.0 𝑚)− (5.0 𝑚)

= (12.5 𝑠)− (10.0 𝑠)

−5.0 𝑚
=
(2.5 𝑠)

= -2.0 m/s

The negative sign indicates opposite the original direction; thus, the dog moves
with a constant speed of 2 m/s as it goes back home.

A line with a negative slope in a position-time graph indicates

movement with constant speed in the opposite direction.

Take the absolute values of the slopes of the two lines: (1.0 m/s) for the line
on the left and (2.5 m/s) for the line on the right. By visual inspection and
comparison of the two lines, the line on the right has a steeper orientation. Therefore,
the dog was moving faster here during the last seconds than she was during the first
seconds, regardless of direction.

Graphically, a slant line (to the left or right) indicates the direction. A steeper
slope, however, means a greater rise compared to the run. It indicates a greater speed
component for the velocity as the moving object covers more distance per unit time.

A position-time graph with a steep slope means the moving object

covers more distance per unit time, indicating a faster speed.

Velocity versus Time Curve

Just as important to understanding motion is the velocity-time graph, which
shows the velocity of an object on the y-axis, and time on the x-axis. Positive values
indicate velocities in the positive direction, while negative values indicate velocities
in the opposite direction.

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 In interpreting these graphs, it’s important to realize that a straight horizontal
line indicates the object maintaining a constant velocity – it can still be moving, its
velocity just isn’t changing. A value of 0 on the v-t graph indicates the object has
come to a stop. If the graph crosses the x-axis, the object was moving in one direction,
came to a stop, and switched the direction of its motion. Let’s look at the v-t graph
for Silver “the Helping Dog”.

Table 2: Velocity-time table of the dog Figure 2: Velocity-time graph of the dog

Velocity (m/s) Time (s)

0.0 0.0
2.0 1.0
4.0 2.0
6.0 3.0
8.0 4.0
8.0 5.0
8.0 6.0
8.0 7.0
5.0 8.0
3.0 9.0
0.0 10.0
Evaluating the slope of the
line in a velocity-time table is the same with the position-time table but the variables
vary.

Based on the velocity-time graph the slope of the line on the left segment of
the graph is:
𝑟𝑖𝑠𝑒 𝑌2 −𝑌1
slope, m = =
𝑟𝑢𝑛 𝑋2−𝑋1

(8.0 𝑚/𝑠)− (0.0 𝑚/𝑠)

=
4.0 𝑠

8.0 𝑚
=
(4.0 𝑠)

= + 2.0 m/s2
The unit m/s2, is a unit of acceleration which is equal to the slope of the curve
of the v-t graph. The slope is a straight line which suggest constant acceleration.
Thus, the dog uniformly accelerates at 2 m/s2.

In a velocity-time graph, the slope of any nonvertical line gives the

acceleration.

Using the slope of a line. Find the slope of the middle segment and right
segment of the velocity-time table of Silver. Place it in a separate sheet of paper.
Acceleration versus Time Curve

When we say that acceleration is uniform, we mean that the acceleration does
not change with time. If the acceleration of an object is uniform, its acceleration-time
graph is a line parallel to the x-axis. This is shown in Figure 3 below. At any point

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along the x-axis, the area under the line graph is a rectangle with sides equal to the
value of acceleration (a) and time (t). Therefore, the area of the rectangle is at. This
area represents the change in velocity of the object.

Figure 3: Acceleration vs. time graph for uniformly accelerated motion

Much like velocity, you can make a graph of acceleration vs. time by plotting
the rate of change of an object’s velocity (its acceleration) on the y-axis, and placing
time on the x-axis.

When you took the slope of the position-time graph, you obtained the object’s
velocity. In the same way, taking the slope of the v-t graph gives you the object’s
acceleration. Going the other direction, when you analyzed the v-t graph, you found
that taking the area under the v-t graph provided you with information about the
object’s change in position. In similar fashion, taking the area under the a-t graph
tells you how much an object’s velocity changes.

Putting it all together, you can go from position-time to velocity-time by taking

the slope, and you can go from velocity-time to acceleration-time by taking the slope.
Or, going the other direction, the area under the acceleration-time curve gives you
an object’s change in velocity, and the area under the velocity-time curve gives you
an object’s change in position.

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 UNIFORMLY ACCELERATED
MOTION AND FREE FALL

Solving Uniformly Accelerated Motion

The descriptors of motion discussed so far are time, displacement,

acceleration, and velocity. Using these variables and other concepts, we will now
proceed to derive the four equations of uniformly accelerated motion.

Let a = acceleration (m/s2)

t = time (s)
vf = final velocity (m/s)
vi = initial velocity (m/s)
d = displacement (m)

Equation No. Equation Missing Variable

1 vf = vi + at displacement, d
2 vf + vi
d = ( 2 )t acceleration, a
3 vf2 = vi2 + 2ad time, t
4 1
d= vit + 2 at2 final velocity, vf
Table 3.1: Equations of UAM
Why are there four equations? Each equation has a missing variable. In
solving problems, determine which variable is not given, then choose the appropriate
equation.
Steps in Solving Uniformly Accelerated Motion:
a) Identify correctly all the given values in the problem.
b) Identify the unknown variable.
c) Before using the equations inspect first the missing variable in the problem
because this would be your basis in choosing the right equation.
d) Use the appropriate equations for the problem. Derive the equation if
necessary.
e) Solve the problems systematically by substituting the given correctly. Don’t
forget to put the unit of your final answer
Note: Recall how to derive equations.

Example #1: A car covers 200.0 m while increasing its velocity from 20.0 m/s to
30.0 m/s. Compute the car’s acceleration.

Steps:
a) Given:
vi = 20.0 m/s
vf = 30.0 m/s
d = 200.0 m
b) Unknown:

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 acceleration (a)
c) Missing variable:
time (t)
d) Appropriate equation:
Since the missing variable is time (t), use equation no.3; derive the
equation to solve for acceleration (a)
𝑣𝑓2− 𝑣𝑖2
Derived equation: a=
2𝑑
e) Solution:
𝑣𝑓2− 𝑣𝑖2
a=
2𝑑
(30.0 𝑚/𝑠)2−(20.0 𝑚/𝑠)2
a=
2(200.0 𝑚)
900−400
a=
400
500
a=
400
a = +1.25 m/s2

Example #2: Starting from rest, a car accelerates at +2.0 m/s 2. How far will it go
after 6.0 s?

a) Given:
vi = 0.0 m/s (since the car started from rest)
t = 6.0 m/s
a = +2.0 m/s2
b) Unknown:
displacement (d)
c) Missing variable:
final velocity (vf)
d) Appropriate equation:
Since the missing variable is final velocity (vf), use equation no.4
e) Solution:
1
d = vit + at2
2
1
= (0.0 m/s)(6.0 s) + (2.0 m/s2)(6.0 s)2
2
1
= (0) + (72)
2
72
=
2

d = 36.0 m
Solving Free Fall

Freely falling bodies are good examples of

uniformly accelerated motion. The body moves under the
action of the gravitational force of the Earth only when
air resistance is neglected. It is found that all freely falling
bodies are accelerated toward the center of the Earth.

Galileo studied motion of falling bodies. He could

not directly study the motion of bodies falling straight
down, so he rolled balls down wooden inclines and timed

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using a water clock. What causes some bodies to fall faster than others, even though
they have the same
mass?

The answer is air resistance. A falling body collides with countless particles of
air, slowing down its fall. Generally, the faster the speed and the greater the surface
area, the more air resistance a falling body encounter. In the absence of air
resistance, a falling body, regardless of how heavy it is, will increase its velocity by
9.80 m/s after every second. The value of 9.80 m/s2 is called the acceleration due to
gravity denoted by the symbol “g”.

To solve free fall problems using the previous equations, simply let a = g =
9.80 m/s2. The acceleration due to gravity (g), is always directed downwards.

Equation Equations of UAM Equations of Free Missing Variable

No. Fall
1 vf = vi + at vf = vi + gt displacement, d
2 vf + vi
d = ( 2 )t
vf + vi
d = ( 2 )t acceleration, a
3 vf2 = vi2 + 2ad vf2 = vi2 + 2gd time, t
4 1
d= vit + 2 at2
1
d= vit + 2 gt2 final velocity, vf

Table 3.2 Equations of UAM vs. Free Fall

Compare the two sets of equations. In the equations for uniformly accelerated
motion on the left, the acceleration variable “a” can take on any value. In the
equations for free fall on the right column, the acceleration variable “a” only has one
specific value: g = 9.80 m/s2, directed downward.

Example #3: A stone dropped from a bridge splashes into the river below after 3.0
s. How high is the bridge above the river?

a) Given:
vi = 0.0 m/s (no initial velocity)
t = 3.0 s
a = g = 9.80 m/s2
b) Unknown:
displacement (d)
c) Missing variable:
final velocity (vf)

d) Appropriate equation:
Since the missing variable is final velocity (vf), use equation no.4
e) Solution:
1
d = vit + gt2
2
1
= (0.0 m/s)(3.0 s) + (9.80 m/s2)(3.0 s)2
2

1
= (0) + (88.2)
2
88.2
=
2

d = 44.1 m

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 In the preceding lesson dealt with situations where an object
falls only downward. In this part of the lesson, an initial upward
velocity will be given to the object before it falls back down again.
All vector quantities directed upward will be considered positive
while all vector quantities directed downward will be considered
negative. Therefore, in deriving equations in this lesson, we will
let a = -g.
An object is thrown upward with an initial velocity v i. Derive
an expression for:

a) The time to reach the maximum height

When an object reaches its peak, it stops. At maximum height,
therefore, the velocity at the top, is zero. Using equation no.1, we will
get…..
𝐯𝐢
t=
𝒈

b) The maximum height reached

When an object reaches its peak, it stops. At maximum height
therefore, the velocity at the top is zero. Using equation no.3 we will get…..

𝐯𝐢𝟐
d=
𝟐𝒈

c) The time before an object returns to the origin or the total time of flight
Using another variable tT, defined as the time it takes to return to its
origin and substituting it for t, we will get….

𝟐𝒗𝒊
tT =
𝒈

d) The velocity with which the ball returns to its origin or return velocity

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 The total time T is twice the time it takes an object to reach its
maximum height. Therefore, the time for the ball to go up is the same as the
time for the ball to return to the ground from its maximum height.

vr = -vi
Example #4: A ball is thrown upward with a velocity of 40.0 m/s. Compute:
a) The time to reach the maximum height.

𝐯𝐢 𝟒𝟎.𝟎 𝐦/𝐬
t = 4.08 s
t= t=
𝒈 𝟗.𝟖𝟎 𝒎/𝒔𝟐

b) Maximum height reached.

𝐯𝐢𝟐 𝐦
(𝟒𝟎.𝟎 𝐬 )𝟐
d= d= d = 81.6 m
𝟐𝒈 𝟐(𝟗.𝟖𝟎 𝒎/𝒔𝟐

c) Total time of flight

𝒎
𝟐𝒗𝒊 𝟐(𝟒𝟎.𝟎 𝒔 )
tT = tT = tT = 8.16 m
𝒈 𝟗.𝟖𝟎 𝒎/𝒔𝟐

d) Return velocity

vr = -vi v = -40.0 m/s

Explore

Activity 1. Practice Problems

A. Direction: Solve the following problems systematically. Use another sheet of paper
for your solution.

1. Alfiya holds a record of 20 s for the women’s 200-m race at the SEA games.
What was her speed?

2. A car’s performance is often judged by the shortest time required to accelerate

the car from rest to 120 km/h. The new Ford Mustang can achieve this in 12
s. What is the average acceleration of the sports car in km/h 2?
a. A dog is chasing a bird. It runs 10 m to the south, and then turns
and runs 25 m towards east. What is the distance traveled by the
dog? What is its displacement?

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 b. How long would it take Alvin with an acceleration of -4.50 m/s2 to
bring his bicycle with an initial velocity of 12.5 m/s to a complete
stop?

B. Direction: Give a sketch of the position vs. time representing the following:
1. body at rest
2. constant speed
3. faster speed

Activity 2. Uniformly Accelerated Motion (UAM) and Free Fall (FF) problems.

Direction: Solve the following problems systematically. Use another sheet of paper
for your solution.

1. The brakes of a car can provide an acceleration of -2.0 m/s2. How long will it
take for a car travelling at 15.0 m/s to stop? (UAM)

2. A jeepney slows down from 31.0 m/s to 30 m/s after covering 100 m. Find the
acceleration. (UAM)

3. A stone dropped from a bridge splashes into the river below after 3.5 s. With
what velocity did the stone hit the water? (FF)

Deepen

Direction: Interpret the figure below and answer the following questions.

1. During which time interval (AB, BC, CD, DE, EF, FG) was the cart traveling at
its greatest speed?

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LU_General Physics I_Module2
 2. During which time interval (AB, BC, CD, DE, EF, FG) was the cart traveling at
its least (nonzero) speed?

3. During which time interval(s) (AB, BC, CD, DE, EF, FG) was the cart at rest?

4. During which time interval(s) (AB, BC, CD, DE, EF, FG) did the cart travel in
a negative direction?

Gauge

Directions: Read and understand each question. Choose the letter of your best
answer. Use a separate sheet of paper for your answers.
1. What quantity describes the length of the actual paths traveled by an object?
A. Acceleration B. Displacement
C. Distance D. Velocity

2. What quantity describes the length and direction of the change in position
measured from the starting point?
A. Acceleration B. Displacement
C. Distance D. Velocity

3. What quantity describes the rate of change in displacement over the

elapsed time?
A. Acceleration B. Distance
C. Speed D. Velocity

4. What quantity describes the rate of change in velocity over the elapsed time?
A. Acceleration B. Distance
C. Speed D. Velocity

5. What device is used to measure the speed of a moving object at any given
instant?
A. Anemometer B. Barometer
C. Speedometer D. Thermometer

6. What quantity describes the slope of any nonvertical line in a position-time

graph?
A. Acceleration B. Displacement
C. Speed D. Velocity

7. What can be inferred about the velocity in position-time graph if the graph is
a horizontal line?
A. At rest B. Decelerating
C. Accelerating D. Constantly moving

8. What conclusion can be drawn in a position-time graph if the slope is steep?

A. The body indicates a faster speed.

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LU_General Physics I_Module2
 B. The body indicates a slower speed.
C. The body indicates a faster velocity.
D. The body indicates a slower displacement.

9. What quantity describes the slope of any nonvertical line in a velocity-time

graph?
A. acceleration B. Distance C. Speed D. Velocity
10. In an acceleration-time graph, what is the graph when a body has a uniform
acceleration?
A. The acceleration-time graph is a vertical line to the y-axis.
B. The acceleration-time graph is a line parallel to the x-axis.
C. The acceleration-time graph is a line parallel to the y-axis.
D. The acceleration-time graph is a diagonal line to the x-axis.

11. Which of the following quantities is an example of uniformly accelerated

motion in one dimension?
A. Free fall B. Momentum
C. Projectile motion D. Uniform circular motion

12. What type of motion is being shown when you dropped an object from a certain
height and gravity was acting on it?
A. Free fall B. Momentum
C. Projectile motion D. Uniform circular motion

13. A stone is thrown straight up. What is its acceleration on the way up?
A. -10.80 m/s2 B. 9.80 m/s
C. -9.80 m/s2 D. +10.80 m/s2

14. What happens to the velocity of a ball as it is dropped off a cliff?

A. It is constant.
B. It increases at a uniform rate.
C. It decreases at a uniform rate.
D. It increases at non-uniform rate.

15. What is the value of “g” or acceleration due to gravity?

A. 6.80 m/s2 B. 9.80 m/s
C. 7.80 m/s2 D. -9.80 m/s2

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LU_General Physics I_Module2
 Answer Key

JUMPSTART
1) 374 mph
2) 20 kph
3) 9.58 seconds

EXPLORE
Activity 1. A. Practice Problems
1) 10 m/s
2) 36,363.6 km/h2
3) d = 35 m; d = 27 m, 21.80 South of East
4) 2.78 s

Activity 1. B.
1) 3)

2)

Activity 2: Free Fall and UAM

1) 7.5 s
2) +4m/s2
3) 34.3 m/s

DEEPEN
1) DE
2) FG
3) AB, CD, EF
4) BC, FG

GAUGE
1) A 6) C 11) A
2) B 7) A 12) A
3) D 8) A 13) B
4) A 9) A 14) B
5) C 10) B 15) D

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LU_General Physics I_Module2
References
Printed Materials
Abistado, Joanna M. and Aquino, Marites D. 2012. Science Links-Physics.
Manila. Rex Book Store, Inc.

Caintic, Helen E. 2017. General Physics 1. Quezon City. C and E Publishing,

Inc.

David, Oliver M. et al. 2012. Discover Science: Physics. Makati. Diwa

Learning Systems, Inc.

Nolasco, Fernando, Ma. Duran. 2010. Integrative Physics. Makati City.

Salesiana Books by Don Bosco Press, Inc.

Osabel, Marco C. 2010. Conceptual Science and Beyond-Physics Laboratory

Manual. Quezon City. Brilliant Creations Publishing, Inc.

Website:

The physics classroom. 2020. Retrieved from

https://www.physicsclassroom.com/ConceptBuilders/Kinematics/
Free-Fall/Questions

Honors Physics – Graphic Motion. A plus Physics website. Retrieved 2017

from.https://www.aplusphysics.com/courses/honors/kinematics/ho
nors_graph.html

Emma L. Nason. Position Time Graphs. Retrieved from

https://sites.google.com/site/emmalouisenason/position-time-
graphs

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LU_General Physics I_Module2
 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph

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