7

Science
Quarter 3 – Module 2:
Acceleration
Science – Grade 7
Quarter 3 – Module 2: Acceleration
First Edition, 2021

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Published by the Department of Education – Region XI

Regional Director: Evelyn R. Fetalvero, EdD, CESO IV

Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

Development Team of the Module

Writer: Ruben G. Ursal
Editor: Lady Luvimin T. Basuel
Reviewer: Kristine Hope D. Cagurol
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Layout Artist: Angelica P. Mendoza
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena, CESO V
Jinky B. Firman, PhD, CESE
Marilyn V. Deduyo
Alma C. Cifra, EdD
Aris B. Juanillo, PhD
Faye Genevieve P. Pasamonte

Printed in the Philippines by ________________________

Department of Education – Division of Davao City

Office Address: E. Quirino Avenue, Davao City

Telephone: (082) 227 4762
E-mail Address: lrms.davaocity@deped.gov.ph
 7

Science
Quarter 3 – Module 2:
Acceleration
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
done.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator. Always
bear in mind that you are not alone. We hope that through this material,
you will experience meaningful learning and gain deep understanding
of the relevant competencies. You can do it!

ii
 Let Us Learn

A wonderful day to you little scientist! In the previous module, you have
learned to describe an object’s motion using the words distance, speed,
displacement, and velocity. You were also able to differentiate distance from
displacement as well as speed from velocity.
However, an object may not always have a uniform speed all the time.
Sometimes it speeds up; at other times it slows down. We need another word
or concept to better describe these changes in an object’s speed or motion.
In this module, you will learn the concepts of acceleration. You shall also
learn how to describe the motion of an object in terms of acceleration .

Specifically, you are expected to:

• Define acceleration;
• Identify the cause of acceleration;
• Describe the motion of an accelerating/decelerating object; and
• Solve problems in acceleration.

Let Us Try!

Choose the best answer and write this on a separate paper.

1. Which among these physical quantities is a vector?

A. distance C. velocity
B. mass D. speed

2. Why is displacement a vector quantity? It is a vector quantity because

_______________.

A. it only has direction. C. it has both magnitude and direction.

B. it only has magnitude. D. It has neither magnitude or direction.

3. Three (3) identical motorcycles are moving along a road. Motorcycle A is moving in
a straight line but increasing its speed. Motorcycle B is also moving in a straight
line but slowing down. Motorcycle C is neither speeding up nor slowing down but
swerving from one side to the other side of the road. Which motorcycle/s is/are
experiencing acceleration?

A. Motorcycle A C. Motorcycle C
B. Motorcycle B D. All the above
 4. You are riding a carousel that rotates at a constant speed. Do you undergo
acceleration?

A. No, because I am moving in a straight line.

B. Yes, because the speed keeps on changing.
C. No, because I am moving at a constant speed.
D. Yes, because I change direction while in motion.

5. A jeepney is running at 10 𝑘𝑚⁄ℎ and speeds up to 60 𝑘𝑚⁄ℎ in 10 seconds.

Solve for the acceleration of the jeepney.

A. 𝑘𝑚
C. 𝑘𝑚
1 ℎ𝑟
5 ℎ𝑟
𝑠 𝑠
B. 𝑘𝑚
D. 𝑘𝑚
6 ℎ𝑟
-5 ℎ𝑟
𝑠 𝑠

Let Us Study

Study the concept about acceleration below.

We live in a world where everything undergoes acceleration. If you want to ride

in a jeepney to school, you flag down one, the driver applies the brakes, slowing it
down until it stops. You climb onto the jeepney then the driver speeds it up and when
you reach a corner, it slows down and makes a left or a right turn then speeds up
again.

The slowing down, speeding up, or changing of direction constitutes acceleration.

The jeepney accelerates (positive acceleration) if it increases its speed or decelerates
(negative acceleration) if it slows down. If it changes its direction, it still undergoes
acceleration even if it is running at a constant speed along the highway.

The topic that we will discuss in this module is Acceleration (𝑎⃗). It has an arrow
on top of the symbol because acceleration is a vector quantity. A vector quantity gives
us the magnitude (size) and direction.
Acceleration is defined as the time rate of change of velocity or simply how fast
an object changes its velocity. Remember that velocity is also a vector quantity.
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦
In equation form, 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

∆𝑣⃗⃗
In symbols, 𝑎⃗ = ∆𝑡
 ∆𝑣 𝑣𝑓 − 𝑣𝑖
The formula that we shall use most often is 𝑎⃗= =
𝑡 𝑡
Where:
𝑎⃗ = acceleration
𝑣𝑖 = initial velocity or speed
(the velocity/speed of the object at the start of observation)
𝑣𝑓 = final velocity or speed
(the velocity/speed that results at the end of the observation)
𝑡= time (in second, s)

Velocity and speed, however, can be used interchangeably and for simplicity, we
shall use speed most often as we will not be particular with the direction of the motion
of the object for the following sample problems.

The units that we use are the following:

A. for speed (v):

𝒌𝒎
(read as kilometer per hour) and
𝒉𝒓

𝒎
(read as meter per second)
𝒔

B. for time (t)

s ( read as second/s

C. for acceleration ( 𝑎⃗ ):
𝒌𝒎
𝒉𝒓
(read as kilometer per hour per second) and
𝒔

𝒎
(read as meter per second squared)
𝒔𝟐

There are other units of acceleration, but we shall limit our use to these two.

Direction: Study the following problems.

𝑘𝑚
1. Starting from rest, a drag race car attains a speed of 120 in 6 seconds. Find
ℎ𝑟
the acceleration of this car.

Given data: Required: Acceleration

𝑣𝑖 = 0 (since the car started from rest) 𝑎⃗ = ?
𝑣𝑓 = 120 𝑘𝑚ℎ𝑟
t = 6s
 Solution: 𝒌𝒎
120
= 𝒉𝒓
6𝑠
∆𝑣 𝑣𝑓 − 𝑣𝑖
𝑎⃗= =
𝑡 𝑡 𝒌𝒎

𝑎⃗ = 20 𝒉𝒓

120
𝒌𝒎 𝒌𝒎
−0 𝒉𝒓 𝑠
𝒉𝒓
=
6𝑠

𝑘𝑚
➢ The car increased its speed by 20 every one second, starting from rest.
ℎ𝑟

There is real danger in running at very high speeds, so tell your driver to drive
carefully and stay within the speed limits.
As discussed earlier there were different units of acceleration but we only use
two kinds of units. In the following examples, we will use the other unit which is m/s/s
𝒎
or simply 𝟐 . Study the next problem.
𝒔
𝑚
2. Starting from rest, a drag race car attained a speed of 50 in 6 seconds on a
𝑠
smooth, straight road. Find the acceleration of this car.
Guide questions:
A. What was the initial speed of the car?
B. What was its final speed?
C. How long did it attain its final speed?
D. What was its acceleration?

Given data: Solution:

A. The initial speed of the car
was zero. ∆𝑣 𝑣𝑓 − 𝑣𝑖
𝑚 𝑎⃗= =
B. Its final speed was 50 . 𝑡 𝑡
𝑠
C. It took 6 seconds for the race
𝒎 𝒎
car to reach its final speed. 50 −0 𝒔
= 𝒔
6𝑠
𝑣𝑖 = 0
𝑣𝑓 = 50 𝑚⁄𝑆 ̅̅̅̅̅ m/s/s
= 8.333
𝑡 = 6𝑠 which is rounded up to the nearest
Required: Acceleration of the drag race tenths
car.
𝒎
⃗⃗ = ?
𝒂 ⃗⃗ = 8.3
𝒂
𝒔𝟐

𝑚
➢ The speed of the race car increased by 8.3 every one second.
𝑠

Remember: In Mathematics, the line segment above a numeral (n ̅ ) tells us that it is a

repeating, non-terminating figure. Therefore, the value is a rational number.
 What do drivers do to increase the speed of the vehicles they are driving? They
step on the gas pedal, of course! Another name for gas pedal is accelerator, which is a
very apt name for it since it accelerates or increases the speed of the vehicle.

𝑚
3. A deer was running slowly at 2 when a jaguar suddenly attacked it. Out of fear,
𝑠
𝑚
it increased its speed to 10 in 4 seconds. Calculate the acceleration of the deer.
𝑠

Guide questions:
A. How slow was the deer running before it was attacked by a
jaguar?
B. When the jaguar had attacked, how fast did the deer run?
C. How long did the deer exert its effort to increase its speed?

Given: Solution:
A. Initial speed of the deer
𝑚 ∆𝑣 𝑣𝑓 − 𝑣𝑖
was 2 . 𝑎⃗= =
𝑠
𝑡 𝑡
B. Final speed of the deer
𝑚
was 10 . 𝒎 𝒎
𝑠
10 −2 𝒔
C. The deer exerted its effort = 𝒔
in 4 seconds. 4𝑠

𝑣𝑖 = 2 𝑚⁄𝑠
𝒎
8
𝑣𝑓 = 10𝑚 ∕ 𝑠 = 𝒔
4𝑠
𝑡 = 4𝑠
𝒎
Required: The acceleration of 𝑎⃗ = 2 𝒔𝟐
the deer. ⃗⃗ = ?
𝒂

𝑚
➢ The deer increased its speed by 2 every one second. It does not want to be the
𝑠
lunch of the jaguar! Fearing for its dear life, adrenaline was pumped into the deer’s
blood enabling it to run faster and escape its lethal fate.

Acceleration does not only mean speeding up but also slowing down or coming
to a stop. If you slow down or come to a full stop, it is called deceleration or a
negative acceleration. The direction of a negative acceleration is opposite the
direction of motion.
Let us study the examples given below.
𝑘𝑚
4. An airplane touched down the runway at 200 . The pilot applied the brakes, and
ℎ𝑟
the plane came to a full stop in 50 seconds. Find the acceleration of this airplane.
Guide Questions:
A. What was the initial speed of the airplane?
B. What was its final speed?
C. How long did it take for the airplane to come to a full stop?
D. What was its acceleration?
 Given: Required: Acceleration
(deceleration)of the airplane.
A. The initial speed of the
𝑘𝑚 ⃗⃗ = ?
𝒂
airplane was 200 . (It
ℎ𝑟
was the speed as it Solution:
touched the ground.) ∆𝑣 𝑣𝑓 − 𝑣𝑖
B. Its final speed was zero. 𝑎⃗= =
𝑡 𝑡
(The airplane came to a
𝒌𝒎 𝒌𝒎
stop.) 0 − 200
C. It took 50 seconds for the = 𝒉𝒓 𝒉𝒓
50𝑠
airplane to stop. 𝒌𝒎
200
𝑣𝑖 = 200 𝑘𝑚⁄ℎ =- 𝒉𝒓
50𝑠
𝑣𝑓 = 0
𝒌𝒎
𝑡 = 50 𝑠
𝑎⃗ = − 4 𝒉𝒓
𝑠

𝑘𝑚
➢ The airplane slowed down at the rate of 4 every one second.
ℎ𝑟

𝑚 𝑚
5. A car was running at 15 . Upon approaching a traffic light, it slowed down to 5
𝑠 𝑠
in 10 seconds. Find the acceleration (deceleration) of the car.
Guide questions:
A. What was the initial speed of the car?
B. What was its final speed?
C. How long did it attain its final speed?
D. What was its acceleration (deceleration)?
Given: ⃗⃗ = ?
𝒂
A. The initial speed of the Solution:
𝑚
car was 15 . ∆𝑣 𝑣𝑓 − 𝑣𝑖
𝑠
𝑚 𝑎⃗= =
B. Its final speed was 5 . 𝑡 𝑡
𝑠
𝒎 𝒎
C. It took 10 seconds to slow 5 − 15 𝒔
down the car. = 𝒔
10𝑠
𝜈𝑖 = 15 𝑚⁄𝑠 10 𝒔
𝒎

𝑣𝑓 = 5 𝑚⁄𝑠 =− 10𝑠
𝒎
𝑡 = 10𝑠 𝑎⃗ = -1 𝒔𝟐
Required: Acceleration
(deceleration) of the car.

𝑚
➢ The car was slowing down at the rate of 1 every one second.
𝑠

The negative sign before the number DOES NOT indicate the magnitude (size)
of that number but the direction of the acceleration. In these two examples given
(Nos. 4 and 5), the direction of acceleration is opposite the direction of motion.
 Acceleration is defined as the time rate of change of velocity or
Acceleration = change in velocity over time, or simply
⃗⃗
∆𝑣
⃗⃗ =
𝒂
𝑡

Where: ∆𝑣⃗ is equal to 𝑣⃗ f -𝑣⃗ i

⃗⃗ is the symbol for acceleration;
𝒂
∆𝑣⃗ is read as the difference in velocity
⃗⃗𝒇 is the symbol for final velocity,
𝒗
⃗⃗𝒊 for initial velocity.
𝒗
t is the symbol for time elapsed.
The units we use are:
𝑘𝑚
Kilometer per hour ( ),
ℎ𝑟
𝒎
and meter per second ( ) for speed;
𝒔
𝑘𝑚
second (s) for time; ℎ𝑟
𝑠
𝒎
and 𝒔
(read as meter per second per second) for acceleration
𝒔
𝒎
or
𝒔𝟐

Acceleration is a vector quantity. It shows us its magnitude (size) and its

direction (north, south, east, or west). A negative acceleration means the object is
slowing down or coming to a stop. What other vector quantities do you remember?
If an object has zero (0) acceleration, it is either at rest (not moving) or if it is in
motion, it is moving with a constant speed in the same direction.
An object accelerates (or decelerates) when force is applied.
To better describe whether an object is accelerating, here is a checklist:
 There is an increase in speed.
 There is a decrease in speed.
 The object changes its direction.
 There is a change in speed and direction.
If you checked even just one (1) of the above, then the object is accelerating.

If drivers step on accelerators to increase the speed of the vehicles they are
driving, what do they step on to decrease the speed of the vehicle? The brake pedal, of
course! The accelerator and the brake pedal of a vehicle exert a certain amount of
force to increase or decrease the speed. We shall not go into the complicated process
of how exactly it does this. You will learn more of that in your future studies.
 Let Us Practice

Activity No. 1. Changing motion

Study the following problems. Solve them in a sheet of paper.

𝑘𝑚
1. A car was running at 10 along a straight path. It then increased its
ℎ𝑟
𝑘𝑚
speed to 60 in 5 seconds. Solve for its acceleration.
ℎ𝑟
Questions:
A. What was the initial velocity of the car?
B. What was its final velocity?
C. How long did it take for the car to reach final velocity?
D. What was the acceleration of the car?

Given data:
A. The initial velocity (vi ) of the car: _______.
B. The final velocity (vf ) of the car :________.
C. The time it took for the car to reach its final velocity: _______

Required: The acceleration of the car: _____

𝑚
2. Starting from rest, an ostrich can reach a speed of 9 in only 6 seconds.
𝑠
Find the acceleration of the ostrich.

Given data:
vi = _____
vf = _____
t= _____
Required:
acceleration=_____

Let Us Practice More

Activity No. 2. Analyze and solve the following problems. Use the back portion
of your answer sheet that you used for Activity No.1.

𝑚
1. A bus was running at 30 𝑠 . Upon approaching a school zone, the driver
𝑚
applied the brakes for 10 seconds and slowed it down to 15 𝑠 . Find the
acceleration of the bus.
 Questions:
A. The initial speed of the bus: _____
B. The final speed of the bus: _____
C. the time it took for the bus to slow down: _____
D. The acceleration of the bus: ______
𝑘𝑚
2. A fighter jet landed on an aircraft carrier with a speed of 150 and
ℎ𝑟
stopped in 3 seconds with the help of the arresting cables.
A. Initial speed of the plane: _______
B. Final speed of the plane: ________
C. The time it took for the plane to stop: _____
D. The acceleration of the plane.: _____

Let Us Remember

• Always write the correct unit in your answers.

𝑘𝑚

• The units of acceleration that we use in this module are either ℎ𝑟

or
𝑠
𝑚
although there are many other units that we can use.
𝑠²
We use the terms Speed and velocity to describe motion
interchangeably. However, we must remember that velocity is a
vector quantity, hence, it has magnitude and direction while speed is
a scalar quantity.
• A scalar quantity shows only the magnitude. For simplicity, we shall
use the term speed most of the time in this module.
• Final speed (vf ) results after an action is done to the object.
• Initial speed (vi) is the speed of an object before an action is done into
it.
• If the value of acceleration is positive (+), its direction is the same as
the direction of the motion of the moving object.
• If the value of the acceleration is negative (-), its direction is opposite
the direction of the moving object.
• Since acceleration is a vector quantity, the negative sign in the
answer does NOT indicate its magnitude but it means that the
acceleration is in the opposite direction of the motion.
 Let Us Assess

Read the questions carefully. Choose the best answer and write it on a
separate sheet of paper.

1. Which of the following situation shows a car with acceleration?

A. A moving car only changing its speed.

B. A moving car only changing its direction.
C. A moving car changing both its speed and direction
D. All the choices given

2. What does a negative (-) value of acceleration mean?

A. The object is at rest.

B. The object is going faster.
C. The object is slowing down.
D. The object moves on a straight line.

3. What is the standard unit of measurement for acceleration?

A. meters per second squared

B. meters squared per second
C. seconds per meter squared
D. meters squared per second squared

4. Why do we say that a carousel revolving at a constant speed is accelerating?

A. It is losing speed.
B. It is gaining speed.
C. It is moving with the same speed.
D. It is changing the direction of motion.

5. Three identical motorcycles are moving on the road. Motorcycle A is speeding

up, motorcycle B is slowing down while motorcycle C is moving at a constant
speed but swerves from left to right. Which of the three motorcycles
experience/s acceleration?

A. Motorcycle A only. C. Motorcycle C only.

B. Motorcycle B only. D. All three motorcycles.

6. Which of the following situations shows an object with positive acceleration?

A. A taxi slowing down to a stop.

B. A jeepney speeding up in a highway.
C. A horse running at a constant speed.
D. A box still resting on top of a table after a force is applied into it.
 What would happen to the motion of a moving object if a force opposite the
7. direction of its motion is applied into it?

A. It will slow down.

B. It will move faster.
C. It will change direction.
D. It will not change its motion.
8. Which of the following sets of quantities can be used to calculate
acceleration?

A. Time and distance

B. Time, position, and velocity.
C. Change in time and position.
D. Change in time, initial velocity, and final velocity
9. From 30
𝑘𝑚
, a jeepney increased its speed to 60
𝑘𝑚
in 5 seconds. How much
ℎ𝑟 ℎ𝑟
is its acceleration?

A. 𝑘𝑚
C. 𝑘𝑚
-6 ℎ𝑟
-12 ℎ𝑟
𝑠 𝑠
𝑘𝑚 𝑘𝑚

B. 6 ℎ𝑟
D. 12 ℎ𝑟
𝑠 𝑠

𝑚
10. A cargo truck was running at a speed of 12 upon approaching a school
𝑠
𝑚
zone, it slowed down to 2 in 5 seconds. How much is its acceleration?
𝑠

A. 𝑚 C. 𝑘𝑚
−2 2 ℎ𝑟
𝑠² 𝑠
B. 𝑚 D. 𝑘𝑚
2
𝑠² −2 ℎ𝑟
𝑠

11. When can we have a negative acceleration?

A. When an object speeds up.
B. When the object slows down.
C. When an object does not move.
D. When an object changes its direction.

12. What does a vector quantity possess?

A. Magnitude C. change over time

B. Direction D. magnitude and direction
13. Which of the following situation shows a negative acceleration?

A. A boy running with a constant speed.

B. A boy running with a decreasing speed.
C. A boy standing motionless on the track.
D. A boy running with an increasing speed.

14. Which of the following situation shows a positive acceleration?

A. A car running at a constant speed.

B. A car running with a decreasing speed.
C. A car standing motionless on the track.
D. A car running with an increasing speed.

15. Which of the following acceleration shows that an object is slowing down?

A. 𝑚 C. 𝑎⃗= 0
𝑎⃗= −2
𝑠²
B. 𝑚 D. Both A and B
𝑎⃗ = 2
𝑠²
 Let Us Enhance

Activity No. 3

You may see this road sign near your school.

This road sign shows the speed limit of 30 km/h
for school zones. Suppose a vehicle is travelling
on a freeway with no traffic. As the vehicle
approaches a school zone, how would you
describe its acceleration?

Source: (Chouinard 2019)

Let Us Reflect

As stated in the earlier part of this module, we live in a real world where we
cannot just easily forget acceleration in our life, particularly in our
movements. Describing the motion on an object has its implication in real
life especially vehicles moving in a highway. Learning the concept of
acceleration helped you understand why traffic rules are formulated and
implemented.
 Activity 3
Activity 2
Activity 1
Let Us Assess. Let Us Assess Let Us Assess Let Us Try
11. 6. 1. 1. C
12. 7. 2. 2. C
3. D
13. 8. 3. 4. D
14. 9. 5. C
4.
15. 10. 5.
Answer Key
 References

Chouinard, Mike . 2019. Comox Valley Record. September 2. Accessed January 27,
2021. https://www.comoxvalleyrecord.com/news/comox-valley-drivers-
reminded-schools-back-and-so-are-school-zones/.

www.khanacademy.org/.../acceleration

www.khanacademy.org/.../accleration-vs-time-graphs
For inquiries or feedback, please write or call:

Department of Education – Davao City Division

E. Quirino Avenue, Davao City

Telephone: (082) 227 4762

Email Address: lrms.davaocity@deped.gov.ph