1 Forces and Motion

DEPARTMENT OF EDUCATION FORCE, MOTION AND ENERGY
FORCES and MOTION
SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Key Concept Check:
1. Motion is not relative.
TRUE FALSE
How is motion defined?

A frame of reference is the reference point that are not

moving in relation to an observer and things moving
with the observer.

MOTION
• MOTION CAN BE DESCRIBED IN :
• DISTANCE
• DISPLACEMENT
• SPEED
• VELOCITY AND
• ACCELERATION
MOTION
• The concept of motion is qualified by two
quantity scalar and vector.
• Scalar is always described by its magnitude.
• Ex. Speed and Distance.
• Vector is describe both by the magnitude and
direction.
• Ex. Displacement, Velocity and Acceleration
Key Concept Check:
2. Distance and displacement

mean the same.
TRUE FALSE
DISTANCE vs. DISPLACEMENT

• Distance is how
far A from B
point.
• Displacement is
the straight line
distance
between two
points
Key Concept Check:
3. Speed and velocity mean the

same.
TRUE FALSE
Key Concept Check:
4. When the object is moving it is

accelerating.
TRUE FALSE
Speed vs. Velocity vs. Acceleration

• Speed is described how
fast or slow the motion
is.
• Velocity is the speed of
something in a given
direction.
• Acceleration is the rate
of change of velocity of
an object with respect
to time.

Concepts
Clarification
• All statement about motion depend on the
observer’s frame of reference.
• The relative motion of an object is determined in
relation to reference point.
• The distance and direction of an object’s motion
from the starting point straight to the endpoint is
the objects displacement.
Concepts
clarification
• The speed of an object tells quickly the object
changes position
• Speed can be determined using
speed=distance/time
• Velocity is the speed and the direction of the
motion.
• The motion of an object can be represented by a
graph.
Concepts
clarification
• Any change in velocity is an acceleration
• Acceleration can be calculated using
acceleration=final speed-original speed
/time.
• Deceleration is decrease in speed.

Progression of Learning
Motion
Grade 9- Learning Competencies

The learners demonstrate an
Sub-tasked
understanding of motion of Competencies
objects in two dimensions. Describe the horizontal and
(S9FE-IV3) vertical
projectile motion; impulse and motions of a projectile motion.
momentum, conservation of linear momentum

LEARNING
COMPETENCIES/OBJECTIVES
At the end of the Module 1, you should be able to:
• 1. Describe Uniformly Accelerated Motion (UAM) qualitatively

and quantitatively?
• 2. Describe the horizontal and vertical motions of a projectile.
• 3. Investigate the relationship between the projection angle
and the height and range of the projectile.
• 4. Describe the momentum and impulse and relate it to
collisions.
• 5. Observe that the total momentum before and after collision
are equal.
• Relate the effects of collisions in real-life situations.
Using a schematic diagram, plot on the board
the possible position of airplane for every
second.
1. What do you think should be the position of

the airplane preparing for takeoff?
2. How will you describe the speed of the
plane from rest until it takes off?
How will you describe
uniformly accelerated
motion qualitatively and
quantitatively in
horizontal dimension?
Perform Activity no.
1
Roll, Roll and Away!
Activity no. 1
Roll, Roll and Away!
OBJECTIVES:
• Calculate the acceleration of the can rolling down an inclined
plane, given a distance vs. time and distance vs. time2 graph
of its motion; and
• Describe the motion of an object given a distance vs. time or a
distance vs. time2 graph.
MATERIALS NEEDED:
• Board/plank (at least 200 cm long)
• Timing device (stopwatch)
• Tin can
• Stack of books
• Protractor
Activity no. 1: Roll, Roll and Away!
PROCEDURE:
1. Set up an inclined plane by putting one end of the plane on
top of a stack of books Mark the plane for every 40 cm and
label these as 40 cm, 80 cm, 120 cm, and so on, starting
from the lowest end.
2. Measure the base and the height and calculate the angle of
inclination. Use the formula, Ɵ = tan-1(height / base)
3. Roll the tin can from each labeled point starting with the 40
cm mark. Start the timer as the tin can is released, and stop
the timer when the tin can reaches the bottom of the
inclined plane.
4. Ask your partner to record the time (t) taken by the tin can
to travel each distance (d) down the plane. Perform three
trials from each mark. Use the table below for your data.
5. Graph d vs. t and then d vs. t2.
TABLE 1. Data on the Motion of a Rolling Tin Can
Distance Time, t(s) Time2 ,
, d (cm) t2 (s2 )
Trial 1 Trial 2 Trail 3 Trail 4 Ave
20
40
60
80
100
Angle of inclination ______________

GUIDE QUESTIONS:
Q1. How will you describe the graphs of:

a. distance vs. time?
b. distance vs. time2?
Q2. What is the relationship between distance and
time of travel of the rolling can?
Q3. What is the slope of d – t2 graph? What quantity
does the slope of d – t2 graph represent? (Refer to
the unit of the slope)
Q4. What do the graphs of distance vs. time and
distance vs. time2suggest?
Activity Proper

Presentation
of
Outputs

ANSWER TO GUIDE QUESTIONS:
Q1. How will you describe the graphs of:

a. distance vs. time?
Distance vs. time is a curved line
b. distance vs. time2?
Distance vs. time2 is a straight line inclined to
the right
Q2. What is the relationship between distance and

time of travel of the rolling can?
The relationship is quadratic
ANSWER TO GUIDE QUESTIONS:
Q3. What is the slope of d – t2 graph? What quantity
does the slope of d – t2 graph represent? (Refer to
the unit of the slope)
The slope is [solve using the formula (d2-d1)/ (t22 –
t12)] and it represents acceleration
Q4. What do the graphs of distance vs. time and
distance vs. time2suggest?
It tells that the tin can be accelerating uniformly. It
tells that the velocity increases overtime. It means
that a regular time interval, distance is increasing
quadratically.
ACTIVITY Realizations from
Roll,
1 roll, and away
the Activity
Acceleration can be solved using the

equation ( d2 – d1 ) / ( t22 - t12 ).
The tin can rolling in the inclined

plane is accelerating uniformly or
moved in UAM.
DEPARTMENT OF EDUCATION
Assignment
Give the 4 formulas for UAM

Uniformly Accelerated Motion
(UAM)
UAM is simply a motion with

constant acceleration. In this
case the velocity changes at the
same rate throughout the motion
What is the formula for average velocity?
𝛥𝑣 𝑣𝑓 − 𝑣𝑖
𝑣𝐴𝑣𝑒 = =
2 2
formula for average acceleration?
𝛥𝑣 𝑣𝑓 − 𝑣𝑖
𝑎𝐴𝑣𝑒 = =
𝑡 𝑡

Consider the defining equation for acceleration:

𝑣𝑓 − 𝑣𝑖
𝑎𝐴𝑣𝑒 =
𝛥𝑡
rearrange this equation to solve for final velocity 𝑣𝑓 ,
we get
Equation1:
𝒗𝒇 = 𝒗𝒊 + 𝒂𝒕
You may use Equation 1 in problems that do not

directly involve displacement

Equation 2: 𝟏
𝒅 = 𝒗𝒊 𝒕 + 𝒂𝒕𝟐
𝟐
• Equation 2, allows you to determine the

displacement of an object moving with
uniform acceleration given a value for
acceleration rather than a final velocity

Equation 3:
𝒗𝒇 𝟐 = 𝒗𝒊 𝟐 + 𝟐𝒂𝒅
• Equation you may use in problems that do not

directly involve time.

Equation 4:
𝒗𝒇 + 𝒗𝒊
𝒅= 𝒕
𝟐
use Equation 4 to determine the displacement

of an object that is undergoing uniform
acceleration.

Equations for Uniformly Accelerated Motion
Equation 1: 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑡
1
Equation 2: 𝑑 = 𝑣𝑖 𝑡 + 𝑎𝑡 2
2
Equation 3: 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑑
Equation 4: 𝑣𝑓 + 𝑣𝑖
𝑑= 𝑡
2


Solve sample problems relating to UAM in

horizontal dimension.
Problem 1:
An airplane from rest accelerates on a runway
at 5.50 m/s2 for 20.25s until it finally takes off
the ground. What is the distance covered before
take off?
Given:
Required:
Solution:
Solve sample problems relating to UMA in

horizontal dimension.
Problem 2:
A jeepney from rest accelerates uniformly over
a time of 3.25 s an covers a distance of 15m.
Determine the acceleration of the jeepney?
Given:
Required:
Solution:

QUIZ
A car has a uniformly accelerated
motion of 5 m/s2. Find the speed
acquired and distance traveled in 4
seconds from rest.
ASSIGNMENT
A train accelerates to a speed of 20m/s
over a distance of 150m. Determine the
acceleration (assume uniformly of the
train)
A car has uniformly accelerated from rest

to a speed of 25m/s after travelling 75m.
What is its acceleration?
A plane has a takeoff speed of 88.3 m/s

from rest and requires 1365m to reach
that speed. Determine the acceleration of
the plane and the time required to reach
this speed.
Uniform Accelerated Motion (UAM): Vertical
Dimension
Objectives:
Solve problems related to motion with

uniform acceleration in vertical
dimension.
Dimension
Stone falling from tower.
Gravity is a force the pulls

an object to the ground
Dimension
What is acceleration due to gravity?”
The uniform acceleration of an object

in a gravitational field.
What is the value of gravitational

acceleration?
𝒎
acceleration due to gravity = -9.8
𝒔𝟐
Dimension
Do all objects have the same gravitational

acceleration?
Video:Bowling ball vs feathers_ an experiment

on gravity..mp4
Acceleration due to gravity is the same for all

objects, regardless of their weight, provided
that the effects of air resistance are not
significant
Dimension
FREE FALL
• The motion of a
falling object
affected only by
acceleration due to
gravity.
• Acceleration is
constant
Dimension
• The velocity is
increasing as the
ball falls the ground
• For equal time
interval, the
distance travelled
increases
quadratically.
• Constant
acceleration
Dimension
• As the ball goes up, it decelerates with
a magnitude of 9.8 m/s2 until it stops
momentarily and changes direction as
it reaches its maximum height before it
starts to fall.
• When the ball falls back to the point
where it was thrown, its speed will be
equal to the speed at which it was
thrown.
• Note that the magnitudes of the two
velocities are equal, but they have
opposite directions – velocity is upward
when it was thrown, but downward
when it returns.
Equations for Uniformly Accelerated Motion:

Vertical Dimension
Equation 1: 𝑣𝑓 = 𝑣𝑖 + 𝑎𝑔𝑡
1 2 1
Equation 2: h = 𝑣𝑖 𝑡 + 𝑎𝑔 𝑡 or dy = 𝑣𝑖 𝑡 + 𝑎𝑔 𝑡 2
2 2
Equation 3: 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑎𝑔ℎ
𝑣𝑓 + 𝑣𝑖 𝑣𝑓 + 𝑣𝑖
Equation 4: h= 𝑡 or dy = 𝑡
2 2

Dimension
Sample Problem 1:
Zed is playing with a ball on top of a

building but the ball fell and hit the
ground after 2.6 seconds, what is the
final velocity of the ball just before it hits
the ground and how high is the building?
Dimension
Sample Problem 2:
The Philippine tarsier is capable of

jumping to a height of 1.5 m in
hunting for food. Determine the
takeoff speed of the tarsier.
Dimension
QUIZ:
A ball is thrown straight upward
with an initial velocity of 16 𝑚/𝑠.
a. How much time is required to
reach the high point?
b. What is the maximum height of
the ball?
Dimension
ASSIGNMENT:
Richard was mad at his sister so he took

her iPhone and dropped it out the window
of his third story bedroom. If the bedroom
window is 8.75m above the ground,
determine the time required for the
iPhone to reach the ground.
“If you want it,
measure it. If you
can’t measure it,
forget it.”
– Peter Drucker
WHAT GETS MEASURED GETS DONE!

“Behind every successful

person, there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring

Programme

You are
Right!
1 2 3 4
I’m sorry . you

made a wrong
choice.
1 2 3 4

1 Forces and Motion

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DEPARTMENT OF EDUCATION FORCE, MOTION AND ENERGY

FORCES and MOTION

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

1. Motion is not relative.

How is motion defined?

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

A frame of reference is the reference point that are not

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

2. Distance and displacement

DISTANCE vs. DISPLACEMENT

3. Speed and velocity mean the

4. When the object is moving it is

Speed vs. Velocity vs. Acceleration

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Grade 9- Learning Competencies

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

• 1. Describe Uniformly Accelerated Motion (UAM) qualitatively

1. What do you think should be the position of

Angle of inclination ______________

Q1. How will you describe the graphs of:

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Q1. How will you describe the graphs of:

Q2. What is the relationship between distance and

Acceleration can be solved using the

The tin can rolling in the inclined

Give the 4 formulas for UAM

UAM is simply a motion with

What is the formula for average velocity?

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Consider the defining equation for acceleration:

You may use Equation 1 in problems that do not

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

• Equation 2, allows you to determine the

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

• Equation you may use in problems that do not

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

use Equation 4 to determine the displacement

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Equations for Uniformly Accelerated Motion

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Solve sample problems relating to UAM in

Solve sample problems relating to UMA in

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

A car has uniformly accelerated from rest

A plane has a takeoff speed of 88.3 m/s

Solve problems related to motion with

Stone falling from tower.

Gravity is a force the pulls

What is acceleration due to gravity?”

The uniform acceleration of an object

What is the value of gravitational

Do all objects have the same gravitational

Video:Bowling ball vs feathers_ an experiment

Acceleration due to gravity is the same for all

Equations for Uniformly Accelerated Motion:

SCIENCE CROSS-SPECIALIZATION Teaching and Learning Division

Zed is playing with a ball on top of a

The Philippine tarsier is capable of

Richard was mad at his sister so he took

WHAT GETS MEASURED GETS DONE!