Q1-L3-Session 1 | Kinematics: Motion in a Straight Line

Q1-L3-Session 1 | Kinematics: Motion in a Straight Line

SHS Physics 1

Open Ended

Your Grade Level and Section

ELS ASQ#3

Let's have review through our Essential Learning Skills Activity: Applying Scientific Questions

Multiple Choice

ASQ#3

1. A car travels 90 meters due north in 15 seconds. Then the car turns around and travels 40 meters due south. What is the magnitude and direction of the car's resultant displacement?

• 40 meters, South

• 50 meters, South

• 50 meters, North

• 40 meters, North

Multiple Choice

ASQ#3

2. Which statement describes a vector?

• It has magnitude but no direction.

• It has direction but no magnitude.

• It has both direction and magnitude.

• It has constant magnitude but no direction.

Multiple Choice

ASQ#3

3. If a boomerang is thrown 20 m in a straight line and returns exactly to the spot it was thrown what is its displacement?

• 20 m

• 40 m

• 0 m

• -20 m

Multiple Choice

ASQ#3

4. If a car moves 12 km North, 19 km East, and 12 km South, what is its displacement?

• 12 km

• 19 km, East

• 31 km

• 43 km, East

Multiple Choice

ASQ#3

5. Which of these is not a vector quantity?

• displacement

• time

• velocity

• acceleration

Great Job!

Now, let's proceed to the Essential Learning Skills Activity:

New Sharing!

Proceed to the next slide, read the article, and then answer the guide question. Good luck!

Open Ended

Why do you think the understanding of nature made the atomic bomb inevitable?

(see the link of the article below for reference)

Open Ended

How do you take control of your life?

Articulation of Purpose and Objectives

Everything we do, there is motion. The way we breathe, do household chores, attending school and other gathering and playing sports, there is always motion. Sometimes in doing lots of motions we tend to involve ourselves to accidents. To avoid it, we should be responsible in everything we do. With this, it teaches us to be critical thinkers that will help us in our life as it is reflected in our Program Educational Objectives.

Articulation of Purpose and Objectives

So, at the end of this lesson, you should be able to evaluate the context of one-dimensional motion in an analytical method and interpretation of graphs, actualize the sense of responsibility in demonstrating and proposing solutions related to one-dimensional motion, and demonstrate one-dimensional motion through laboratory work and solution proposals. All of these would help us think intelligently and critically in real-life situations as stated in the K-12 curriculum desired outcomes

See the embedded attachment below for the lesson presentation...

->scroll down<-

Open Ended

Explanation: Differentiate speed, velocity and acceleration.

Open Ended

Interpretation: Compare distance-vs-time graphs and velocity-vs-time graphs.

Open Ended

Application: How will you use your knowledge about speed, velocity and acceleration to make roads safe?

Open Ended

Perspective: When can you say that an object is moving? When can you say that an object is falling?

Open Ended

Empathy: If you were a driver, how will you use your knowledge about speed and acceleration to your advantage?

Open Ended

Self-knowledge: Why is it important to obey traffic rules for your personal development?