General Physics 1 – Grade 12

Learning Activity Sheets

Quarter 1

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Published by the Department of Education – Schools Division of Tacloban City

Schools Division Superintendent: Mariza S. Magan
Assistant Schools Division Superintendent: Edgar Y. Tenasas

Development Team of the Activity Sheet

Writer: Rosemarie B. Balute

Angellie Mabutin
Evaluator: Danilo M. Macapugas Jr.

Management Team:

CID Chief: Mark Chester Anthony G. Tamayo

Division EPS of LRMS: Gretel Laura M. Cadiong

Division Learning Area EPS: Arnulfo Q. Banzon

Department of Education - Region No. VIII – Schools Division Office of

Tacloban City

Office Address: Real St., Tacloban City

NAME: _________________________________ GRADE & SECTION: ___________

LEARNING ACTIVITY SHEET No. 1 DATE ANSWERED:

UNITS, MEASUREMENTS and

VECTORS
As you start this activity it is important to have understanding about
the topic. This section will give you an overview about the concepts to help
you in learning the lesson.

LET’S KICK IT OFF!

WHAT IS PHYSICS?

Directions: List down the words that comes into your mind when you hear
the word “Physics”.

PHYSICS

Illustration made by the writer

1. Formulate your own definition of physics based on the words you have
listed.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
________.
 ARE YOU TAKING IT?

Turn Around!

Directions: Look around and get five (5) objects that caught your attention.
Using the appropriate and available measuring tools (e.g. ruler, measuring
tape, meter stick, weighing scale, thermometer and etc.) measure the 5
objects you have chosen and record the data below.

Measurements
No. Object
Length Mass Temperature
1
2
3
4
5

1. How did you come up with your recorded data?

________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

2. What factors did you consider in using appropriate measuring tools to

your chosen objects?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.

HERE HOW IT IS!

Notes to Ponder

Physics experiments involve the measurement of a variety of quantities, and

a great deal of effort goes into making these measurements as accurate and
reproducible as possible. The first step toward ensuring accuracy and
reproducibility is defining the units in which the measurements are made.

Length – 1 m is defined as the distance travelled by light in a vacuum in

1/299,792,458 second, based on the speed of light that is exactly 299,792,458
m/s.
Time – 1 second is defined as 9,192,631,770 cycles of the microwave radiation due
to the transition between the two lowest energy states of the Cesium atom. This is
measured from an atomic clock using this transition.
Mass – 1 kg is defined to be the mass of a cylinder of platinum-iridium alloy at the
International Bureau of Weights and Measures (Sèvres, France).

Rules for Significant Figures

1. All non-zero numbers ARE significant.
2. Zeros between two non-zero digits ARE significant.
3. Leading zeros are NOT significant.
4. Trailing zeros to the right of the decimal ARE significant.
5. Trailing zeros in a whole number with the decimal shown ARE
significant
6. Trailing zeros in a whole number with no decimal shown are NOT
significant.
7. Exact numbers have an INFINITE number of significant figures.
8. For a number in scientific notation: N x 10x, all digits comprising N
ARE significant by the first 6 rules; "10" and "x" are NOT significant.

For addition and subtraction use the following rules:

1. Count the number of significant figures in the decimal portion ONLY
of each number in the problem
2. Add or subtract in the normal fashion
3. Your final answer may have no more significant figures to the right
of the decimal than the LEAST number of significant figures in any
number in the problem.

For multiplication and division use the following rule:

1. The LEAST number of significant figures in any number of the
problem determines the number of significant figures in the answer.
(You are now looking at the entire number, not just the decimal
portion)

ACCURACY PRECISION
Accuracy refers to the closeness Precision refers to the closeness of
of a measured value to a standard two or more measurements to
or known value. each other.
The ability of the instrument to
Precision is independent of
measure the accurate value is
accuracy.
known as accuracy.

RANDOM ERRORS
The precision is limited by the random errors. It may usually be determined by
repeating the measurements.
SYSTEMATIC ERRORS
The accuracy of measurements is often reduced by systematic errors, which
are difficult to detect even for experienced research workers.
SCALAR AND VECTOR QUANTITY

• A scalar quantity is one that can be described with a single number

(including any units) giving its size or magnitude.
• A quantity that deals inherently with both magnitude and direction is
called a vector quantity.

The sine, cosine, and tangent of an

angle are numbers without units,
because each is the ratio of the lengths
of two sides of a right triangle.

Sources retrieved from: Cutnell, John D., and Kenneth W. Johnson. Physics.
9th ed. DANVERS, USA: John Wiley & Sons, Inc., 2012.
Pythagorean Theorem
The square of the length of the hypotenuse of a right triangle is equal to the
sum of the squares of the lengths of the other two sides.

ℎ2 = ℎ𝑎𝑎2 + ℎ𝑜𝑜2

Vector Components
In general, the components of any
vector can be used in place of the
vector itself in any calculation where it
is convenient to do so. The values
calculated for vector components
depend on the orientation of the vector
relative to the axes used as a
reference.
Sources retrieved from: Cutnell, John D., and Kenneth W. Johnson. Physics.
9th ed. DANVERS, USA: John Wiley & Sons, Inc., 2012.

NOW YOU DO IT!

UNITS AND MEASUREMENT

1. CONVERSION OF UNITS
Directions: Analyze each question and write your answer in the space
provided for each item. Observe correct number of significant figures.

1. 34.6 kg = _________ g 6. 49.1 km= _________ mi

2. 21.5 m = _________ mm 7. 0.9 mi = _________ m
3. 119.3 lb= _________ kg 8. 12.4 ft = _________ yd
 4. 56.2 oz = _________ g 9. 22.7 g = _________ mg
5. 32.6 yd = _________ m 10. 14.7 m= _________ in

2. SCIENTIFIC NOTATION
Directions: Express the given figures into scientific notation form.
Observe correct number of significant figures for each item.

1. 145 000 000 _________________________

2. 0.00000000379 _________________________
3. 46 000 000 000 _________________________
4. 782 000 000 000 000 _________________________
5. 0.000000612 _________________________

3. SIGNIFICANT FIGURES
Directions: Apply the rules for significant figures in adding,
subtracting, multiplying, and dividing the given data for each item.

1. 235.157
+ 74.9538

2. 1563.62
- 397.01

3. 43.78
x 57.090

4. 756.9
÷ 15.1

ACCURACY VS PRECISION

Directions: Analyze each figure below. Based on the concept of accuracy

and precision, write the corresponding interpretation (LOW ACCURACY-
LOW PRECISION; LOW ACCURACY-HIGH PRECISION; HIGH ACCURACY-
LOW PRECISION; HIGH ACCURACY-HIGH PRECISION) for each figure in
the space provided.
Illustration made by the writer

A B C
A A A
 A. ____________________________________________________________
B. ____________________________________________________________
C. ____________________________________________________________

VECTORS
Directions: Find the x and y component of the following vectors. Express
your final answer in two decimal places.

1.
35 m x=____________________________

y=____________________________
30˚

50 m x=____________________________
2.
y=____________________________
48˚

Illustration made by the writer

ACE IT!

Assessment
Identification: Write the corresponding answer in the space provided for
each item.

__________________1. This type of error may occur because there is

something wrong with the instrument or its data handling system, and/or
because the instrument is wrongly used by the experimenter.
__________________2. The highest waterfall in the world is Angel Falls in
Venezuela, with a total drop of 979.0 meter. Express the equivalent height in
kilometer.
__________________3. How many significant figures are there in the value of
𝜋𝜋 in the first 10 decimal place?
__________________4. The archer hits the target for four times in a row.
__________________5. The car speeds up to 200 km/h, identify its speed in
meter/second rate. (follow correct number of significant figures)
ANSWER KEY ACE IT!
1. Systematic
LET’S KICK IT ARE YOU TAKING error
OFF! IT? 2. 0.9790 km
3. 11 SF
Answers may vary Answers may vary 4. Archer is
depending on the depending on the accurate and
keywords given by objects. precise
the students. 5. 50 m/s

NOW YOU DO IT!

UNITS AND MEASUREMENT
• CONVERSION OF UNITS
1. 34.6 kg = 34,600 g 6. 49.1 km= 30.5 mi
2. 21.5 m = 21,500 mm 7. 0.9 mi = 1000 m
3. 119.3 lb= 54.13 kg 8. 12.4 ft = 37.2 yd
4. 56.2 oz = 1590 g 9. 22.7 g = 22,700 mg
5. 32.6 yd = 29.8 m 10. 14.7 m= 579 in

• SCIENTIFIC NOTATION
1. 1.45𝑥𝑥108
2. 3.79 𝑥𝑥10−9
3. 4.6 𝑥𝑥1010
4. 7.82 𝑥𝑥1014
5. 6.12 𝑥𝑥10−7
• SIGNIFICANT FIGURES
1. 310.111
2. 1166.61
3. 2499
4. 50.1
ACCURACY VS PRECISION
A. HIGH ACCURACY-LOW PRECISION
B. HIGH ACCURACY-HIGH PRECISION
C. HIGH PRECISION-LOW ACCURACY
VECTORS

1. x= 30.31 m
y= 17.5 m
2. x= 33.46 m
y= 37.16 m
Bibliography

Books:
Cutnell, John D., and Kenneth W. Johnson. Physics. 9th ed. DANVERS,
USA: John Wiley & Sons, Inc., 2012.

Internet Sources:
https://www.nku.edu/~intsci/sci110/worksheets/rules_for_significant_figures.ht
ml
https://labwrite.ncsu.edu/Experimental%20Design/accuracyprecision.htm#:~:text
=Accuracy%20refers%20to%20the%20closeness,a%20standard%20or%20known%
20value.&text=Precision%20refers%20to%20the%20closeness,your%20measureme
nt%20is%20very%20precise
https://byjus.com/physics/accuracy-precision-measurement/
NAME: _________________________________ GRADE & SECTION: ___________

LEARNING ACTIVITY SHEET No. 2 DATE ANSWERED:

KINEMATICS
As you start this activity it is important to have understanding about
the topic. This section will give you an overview about the concepts to help
you in learning the lesson.

LET’S KICK IT OFF!

Photo taken by the writer

Home Investigation—Getting a Sense of Speed

If you have spent much time driving, walking and jogging, you
probably have a good sense of speeds. What is m/s about? Miles/hour?
What do we mean when we say that something is moving at 40 m/s? To get
a better sense of what these values really mean, do some observations and
calculations on your own. Use the table below:

• determine the speed of an ant, snail, dog, cat and falling leaf. Convert the
measurements into m/s.

Speed
(m/s)
Ant
Snail
Dog
Cat
Leaf
 ARE YOU TAKING IT?

Search and circle the hidden words!

p o s i t i o n b n m d
a w a o i v y o k f i i
z u b p m w f i w s f s
r s p e e d n t t k h p
y b v c k p t a m b k l
y u a e m q n r i p i a
n c e b v c k e b o s c
o s s u e d b l o c q e
i o a b r h d e t i o m
t n e v e l o c i t y e
o n z v e g s c a r t n
m o o n l m p a n y q t

Position Velocity
Time Acceleration
Distance Motion
Speed Displacement

HERE HOW IT IS!

Objects are in motion everywhere we look. When you are resting, your
heart moves blood through your veins. Even in inanimate objects, there is
continuous motion in the vibrations of molecules and atoms. In addition, we
are all moving around the sun. This means that when we talk about motion,
we must look at it relative to something else. The motion of objects through
space is one of the first subjects of study for early physicists, but it took a
very long time before motion was fully understood. To describe motion, we
use rates such a velocity, speed, and acceleration.
 DISPLACEMENT
Position

In order to describe the motion of an object, you must first be able to

describe its position—where it is at any particular time. More precisely, you
need to specify its position relative to a convenient reference frame. Earth is
often used as a reference frame, and we often describe the position of an
object as it relates to stationary objects in that reference frame. For
example, a rocket launch would be described in terms of the position of the
rocket with respect to the Earth as a whole, while a teacher’s position could
be described in terms of where she is in relation to the nearby white board.
In other cases, we use reference frames that are not stationary but are in
motion relative to the Earth. To describe the position of a person in a car, for
example, we use the car, not the Earth, as the reference frame.

Displacement

If an object moves relative to a reference frame (for example, if a

teacher moves to the right relative to a board or a passenger moves toward
the rear of a jeepney), then the object’s position changes. This change in
position is known as displacement. The word “displacement” implies that an
object has moved, or has been displaced.

Displacement is the change in position of an object:

ΔX= Xf – X0

In this text the upper-case Greek letter (delta) always means “change
in” whatever quantity follows it; thus, means change in position. Always
solve for displacement by subtracting initial position from final position.
Note that the SI unit for displacement is the meter (m), but sometimes
kilometers, miles, feet, and other units of length are used. Keep in mind that
when units other than the meter are used in a problem, you may need to
convert them into meters to complete the calculation.

Distance

Although displacement is described in terms of direction, distance is

not. Distance is defined to be the magnitude or size of displacement between
two positions. Note that the distance between two positions is not the same
as the distance traveled between them. Distance traveled is the total length
of the path traveled between two positions. Distance has no direction and,
thus, no sign. For example, the distance the teacher walks is 3.0 meters.
The distance the car passenger walks is 2.0 meters.
 In kinematics we nearly always deal with displacement and
magnitude of displacement, and almost never with distance traveled. One
way to think about this is to assume you marked the start of the motion and
the end of the motion. The displacement is simply the difference in the
position of the two marks and is independent of the path taken in traveling
between the two marks. The distance traveled, however, is the total length of
the path taken between the two marks.

TIME, VELOCITY AND SPEED

Time

In physics, the definition of time is simple—time is change, or the

interval over which change occurs. It is impossible to know that time has
passed unless something changes. How does time relate to motion? We are
usually interested in elapsed time for a particular motion, such as how long
it takes a bus traveling from Tacloban to Catbalogan to get back in Abucay
bus terminal. To find elapsed time, we note the time at the beginning and
end of the motion and subtract the two. For example, an online class may
start at 11:00 A.M. and end at 11:50 A.M., so that the elapsed time would
be 50 min. Elapsed time is the difference between the ending time and
beginning time.

Velocity

Your notion of velocity is probably the same as its scientific definition.

You know that if you have a large displacement in a small amount of time
you have a large velocity, and that velocity has units of distance divided by
time, such as miles per hour or kilometers per hour.

Average Velocity

Average velocity is displacement (change in position) divided by the

time of travel,
𝚫𝚫𝒙𝒙 𝑿𝑿𝑿𝑿 − 𝑿𝑿𝑿𝑿
Vave= 𝚫𝚫𝒕𝒕
= 𝒕𝒕𝒕𝒕 − 𝒕𝒕𝒕𝒕

Where Vave is the average velocity, Δ𝑥𝑥 is the change in position (or
displacement), and Xf and Xo are the final and beginning positions at times tf
and t0 , respectively. If the starting time t0 is taken to be zero, then the
average velocity is simply;
𝚫𝚫𝒙𝒙
Vave= 𝚫𝚫𝒕𝒕
 Instantaneous Velocity

Instantaneous velocity v is the average velocity at a specific instant in

time. Mathematically, finding instantaneous velocity, v, at a precise instant t
can involve taking a limit, a calculus operation beyond the scope of this text.
However, under many circumstances, we can find precise values for
instantaneous velocity without calculus.
𝚫𝚫𝒙𝒙 𝒅𝒅𝒅𝒅
V= 𝐥𝐥𝐥𝐥𝐥𝐥𝚫𝚫𝒕𝒕→𝟎𝟎 𝚫𝚫𝒕𝒕
= 𝒅𝒅𝒅𝒅

Speed

In everyday language, most people use the terms “speed” and

“velocity” interchangeably. In physics, however, they do not have the same
meaning and they are distinct concepts. One major difference is that speed
has no direction. Thus, speed is a scalar. Just as we need to distinguish
between instantaneous velocity and average velocity, we also need to
distinguish between instantaneous speed and average speed.

Instantaneous Speed

Instantaneous speed is the magnitude of instantaneous velocity.

Suppose that at one time during a shopping trip your instantaneous velocity
is 40 km/h due north. Your instantaneous speed at that instant would be
40 km/h—the same magnitude but without a direction.

Average Speed

Average speed is the distance traveled divided by elapsed time. We

have noted that distance traveled can be greater than the magnitude of
displacement. So average speed can be greater than average velocity, which
is displacement divided by time. For example, if you drive to a store and
return home in half an hour, and your motorcycle’s speedometer shows the
total distance traveled was 6 km, then your average speed was 12 km/h.
Your average velocity, however, was zero, because your displacement for the
round trip is zero. (Displacement is change in position and, thus, is zero for
a round trip.) Thus, average speed is not simply the magnitude of average
velocity.
𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕𝒕 𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅𝒅
Save= 𝚫𝚫𝒕𝒕

GRAPHICAL INTERPRETATIONS OF DISPLACEMENT, VELOCITY AND

ACCELERATION

Another way of visualizing the motion of an object is to use a graph. A

plot of position or of velocity as a function of time can be very useful.
 Example 1:

The distance versus time graph below shows the progress of a person
(I) standing still, (II) walking with a constant velocity, and (III) walking with a
slower constant velocity. The slope of the line yields the speed. For example,
the speed in segment II is;

Example 2:

A position-time graph for an object which is moving with a constant,

negative velocity is shown below. A negative, constant velocity is represented
by a line with constant slope (straight) and negative slope (downwards
sloping).

Example 3:

A velocity-time graph for an object moving with a constant speed in

the negative direction is shown below. To have "a constant speed in the
negative direction" is to have a - velocity which is unchanging. Thus, the line
on the graph will be in the - region of the graph (below 0). Since the velocity
is unchanging, the line is horizontal. Since the slope of a line on a v-t graph
is the object's acceleration, a horizontal line (zero slope) on a v-t graph is
characteristic of a motion with zero acceleration (constant velocity).
 ACCELERATION
In everyday conversation, to accelerate means to speed up. The
accelerator in a car can in fact cause it to speed up. The greater the
acceleration, the greater the change in velocity over a given time. The formal
definition of acceleration is consistent with these notions, but more
inclusive.

Average Acceleration

Average Acceleration is the rate at which velocity changes,

𝚫𝚫𝒗𝒗 𝒗𝒗𝒗𝒗 − 𝒗𝒗𝒗𝒗
𝜶𝜶 ave= 𝚫𝚫𝒕𝒕
= 𝒕𝒕𝒕𝒕 − 𝒕𝒕𝒕𝒕

where 𝜶𝜶 ave is average acceleration, v is velocity, and t is time. Because

acceleration is velocity in m/s divided by time in s, the SI units for
acceleration are, meters per second squared or meters per second per
second, which literally means by how many meters per second the velocity
changes every second. Recall that velocity is a vector—it has both magnitude
and direction. This means that a change in velocity can be a change in
magnitude (or speed), but it can also be a change in direction.

Instantaneous Acceleration

Instantaneous acceleration is the change in a particle’s velocity.

𝒅𝒅𝒅𝒅
𝜶𝜶 =
𝒅𝒅𝒅𝒅
Motion Equations for Constant Acceleration in One Dimension

We might know that the greater the acceleration of, say, a car moving
away from a stop sign, the greater the displacement in a given time. But we
have not developed a specific equation that relates acceleration and
displacement. In this section, we will discover some convenient equations for
kinematic relationships, starting from the definitions of displacement,
velocity, and acceleration already covered. We now make the important
assumption that acceleration is constant. This assumption allows us to
avoid using calculus to find instantaneous acceleration. Since acceleration
is constant, the average and instantaneous accelerations are equal. That is,

𝜶𝜶 ave = 𝜶𝜶 = 𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄𝒄

So, we use the symbol 𝛼𝛼 for acceleration at all times. Assuming

acceleration to be constant does not seriously limit the situations, we can
study nor degrade the accuracy of our treatment. For one thing, acceleration
is constant in a great number of situations. Furthermore, in many other
situations we can accurately describe motion by assuming a constant
acceleration equal to the average acceleration for that motion. Finally, in
motions where acceleration changes drastically, such as a car accelerating
to top speed and then braking to a stop, the motion can be considered in
separate parts, each of which has its own constant acceleration.

Five kinematic variables:

1. Displacement
2. Acceleration (constant), a
3. Final velocity (at time t), v
4. Initial velocity, v0
5. Elapsed time, t
Basic Equations of Kinematics for Constant Acceleration

X = xo + v¯ t

𝑽𝑽𝑽𝑽 + 𝒗𝒗
v¯ = 𝟐𝟐

v = vo + 𝜶𝜶t

𝟏𝟏
x = xo +vo t + 𝜶𝜶t2
𝟐𝟐

V2 = vo2 + 2𝜶𝜶 (x - x0)

Problem solving steps:

1. Examine the situation to determine which physical principles are

involved. It often helps to draw a simple sketch.
2. Make a list of what is given or can be inferred from the problem as
stated (identify the knowns).
3. Identify exactly what needs to be determined in the problem (identify
the unknowns).
4. Find an equation or set of equations that can help you solve the
problem.
5. Substitute the knowns along with their units into the appropriate
equation, and obtain numerical solutions complete with units.
6. Check the answer to see if it is reasonable.

Example:
Calculating Displacement:
A jogger runs down a straight path with an average velocity of 8.00
m/s for 4.00 min. What is his final position, taking his initial position to
be zero?

The final position x is given by the equation.

X=xo + v¯t
To find x, we identify the values of xo, v¯, and t from the statement of the
problem and substitute them into the equation.

Solution:
1. Identify the knowns.
v¯= 8.00 m/s Δt= 4.00 min, x0= 0m
2. Enter the known values into the equation.
X = xo + v¯ t
= 0 + ( 8.00 m/s ) ( 240 s )
= 1, 920 m
 FREE-FALL MOTION

Photo taken by the writer

An object that is falling under the sole influence of gravity is a free-

falling object. Therefore, any object that is moving and being acted upon
only by the force of gravity is said to be in a state of free fall. That object will
experience a downward acceleration of 9.8m/s2. Whether the object is falling
downward or rising upward towards its peak, if it is under the influence of
gravity, then its acceleration value is 9.8 m/s2

Applying Free Fall Concepts to problem-solving:

A. An object in free fall experiences an acceleration of 9.8m/s2. The (-)

negative sign indicates the downward acceleration.
B. If an object is merely dropped (as opposed to being thrown) from an
elevated height, then the initial velocity of the object is 0 m/s.
C. If an object is projected upwards in a perfectly vertical direction, then
it will slow down as it rises upward. The instant at which it reaches
the peak of its trajectory, its velocity is 0 m/s. This value can be used
as one of the motion parameters in the kinematic equations. For
instance, the Final velocity (Vf) after traveling to the peak would be
assigned a value of 0 m/s.
D. If an object is projected upwards in a perfectly vertical direction, then
the velocity at which it is projected is equal in magnitude and opposite
in sign to the velocity that it has when it returns to the same height.
That is, a ball projected vertically with an upward velocity of +20 m/s
will have a downward velocity of -20 m/s when it returns to the same
height.
Example:
 A tennis ball is hit up into the air and spends a total of 8 seconds in the
air. How high does it reach before coming back down?

1. Determine what is given and what needs to be found.

2. Set up the equation v = v0 + at and solve for v0.
3. Set up the equation v2 = v02 + 2a Δy.
4. Plug in values and solve for y!
Given: t = 8 seconds
Find: y = ?
Let +y be upward and −y be the downward direction. In this example, we’re
going to use the ball on its way up, so t= 4 seconds, v= 0m/s, and a=
−9.8m/s2.
v = v0 + at
v0 = v − at
v0 = ?
v0 = 9.8 m/s2 x 4s
v0 = 39.2 m/s

v2 = v2 + 2ay
𝑣𝑣2 − 𝑣𝑣𝑣𝑣2
y= 2𝑎𝑎
−(39.2 𝑚𝑚/𝑠𝑠)2
y= −2 𝑥𝑥 9.8 𝑚𝑚/𝑠𝑠2
y = 78.4m (So the ball reaches a height of 78 m).

NOW YOU DO IT!

Physics is learned most effectively when your mind is actively engaged

in the process of analyzing and predicting. Take time to answer the activity
below.

Graphical Description of Motion

A. Graph Interpretation
Use the following graph to answer questions #1-#6
 1. Which car(s) is (are) maintaining a state of motion?
2. A car having the greatest acceleration?
3. Not moving?
4. Which car(s) change(s) its direction?
5. Traveling fastest?
6. The slowest?
Use the following graph to answer questions #7-#10.

7. Which accelerating vehicle has the smallest acceleration?

8. Maintaining its state of motion?
9. Has the greatest velocity?
10. Not moving?
B. Plotting a Graph

1. Construct a position-time graph for a vehicle which is moving with a

constant, positive velocity.
2. Sketch a velocity-time graph for a vehicle moving with a constant
speed in the positive direction.

3. Make an acceleration-time graph for a vehicle which first moves with a

constant speed in the positive direction, and then moves with a negative
acceleration.

4. Construct a velocity-time graph for a vehicle which moves with a slow,

constant speed in the positive direction, and then with a fast-constant
speed in the positive direction.

5. Draw a position-time graph for a vehicle which moves in the direction

at a slow constant speed and then in a positive direction at a fast-
constant speed.

6. Construct a velocity-time graph for a vehicle which first moves with a

fast, constant speed in the positive direction, and then with a slow
constant speed in the positive direction.
 7.Make an acceleration-time graph for a vehicle moving in the negative
direction, accelerating from a fast speed to a slow speed.

8. Sketch a position-time graph for a vehicle which is at rest.

Motion in one dimension

A.

1. A car travels a distance of 70m in 15 sec. What is the car’s speed?

2. If a man is running at 5 m/s, how far can he reach in 2 minutes?

3. A motorboat traveling to downtown is moving at 30 m/s when a strong

wind changes its velocity to 50 m/s. The wind lasts 10 seconds. For that
10 seconds, what was its acceleration?

B.

1. How long does it take a bus to travel 50m if it accelerates from rest at
a rate of 3.00 m/s2?

2. A plane travels in a single direction on a runway. It reaches the end of

the runway in 30 seconds and its velocity is 90 m/s. What is the plane’s
acceleration?

3. A tricycle accelerates along a straight road from rest to 60 km/h in 5

seconds. What is the magnitude of its average acceleration?

C. Free Fall

1. A ball is dropped from the top of a house. After 4.00 seconds of free
fall, what is the displacement y of the ball?

2. A man tosses a coin up with an initial speed of 9.00 m/s. In the

absence of air resistance, how high does the coin go above its point of
release?
 ACE IT!

Assessment

Matching Type: Write your answers on the space provided.

______1. Change in position of an object a. Distance

______2. The magnitude of instantaneous velocity. b. Average speed

______3. Is defined to be the magnitude or size of displacement. c. Time

______4. The distance traveled divided by elapsed time d. Instantaneous

speed

______5. The interval over which change occurs e. Displacement

 ANSWER KEY
Are you taking it!

Position
Time
Distance
Speed
Velocity
Acceleration
Motion
Displacement

Motion in one dimension

A.
1. 4.67 m/s
2. 600 m
3. 2 m/s2

B.
1. 5.77 s
2. 3 m/s2
3. 3.40 m/s2
C. Free Fall
1. -78.4m
2. 4.1m

Ace it!

1. E
2. D
3. A
4. B
5. C
 REFERENCES

Kinematics in One Dimension (cliffsnotes.com)

https://openstax.org/details/books/college-physics