SEMI-DETAILED LESSON PLAN

IN PHYSICAL SCIENCE

I –OBJECTIVES
At the end of the lesson, the students would be able to:

1. define in their own words the slope of Position vs Time and Speed vs Time
2. interpret velocity and acceleration, respectively, as slopes of position vs. time
and velocity vs. time curves

II – SUBJECT MATTER
A. Topic: Position vs Time and Speed vs Time (Motion Graphs) B.
Materials: Manila Paper, Marker, Masking tape and Calculator
C. References:
1.) http://www.bbc.co.uk/schools/gcsebitesize/physics/forces/speedvelocity
accelerationfhrev2.shtml)
2.) http://www.physicsclassroom.com/class/1DKin/Lesson -4/Meaning-
ofSlope-for-a-v-t-Graph

III – TEACHING – LEARNING ACTIVITIES

A. Preliminary Activities:
a. Settling Down
b. Checking of Attendance
c. Passing of Assignment

B. Motivation:
 The students will watch the video clips on Motion in a constant
velocity

C. Lesson Proper

1. Activity

Time Allotted: 10 minutes

The students will be group into four (4), they will be given activity to
perform related to the motion graph. Students are expected to present
their output in front of the class.

Group 1: Graphing Position vs Time

Procedures:
1. Using the given data, assign a group member to be the
leader, secretary, material manager and the reporter.
Complete the required task given.
2. Answer what is asked and present your output in front of
the class

Situation:
Suppose you are helping a friend who is training for a track meet.
She wants to if she is running at constant speed.You mark the track in
50meter increments and measure her time at each position during a
practice run.
 Time (s) Position (m)
0 0
10 50
20 100
30 150

Tasks:
1. Create a position-time graph using her data
2. When you’ve plotted all 4 points, what would be your
graph looks like?
3. What would her speed be?

Group 2: Position vs Time ( Changing Velocity)

Procedures:
1. Using the given data, assign a group member to be the
leader, secretary, material manager and the reporter.
Complete the required task given.
2. Answer what is asked and present your output in front of
the class

Situation:
Now consider a car that has a changing velocity.It is not moving at
a

constant rate, but getting faster by the second.

Task: What would this graph look like?

Group 3: Position vs Time

Procedures:
1. Using the given data, assign a group member to be the
leader, secretary, material manager and the reporter.
Complete the required task given.
2. Answer what is asked and present your output in front of
the class

Situation:
What would the graph look like for a car that traveled 10 m in
the 1 second, 15 m by the 2nd second, 25 by the 3rd second, and
st

40 m by the 4th second?

Group 4: Speed vs Time

Procedures:
 1. Using the given data, assign a group member to be the
leader, secretary, material manager and the reporter.
Complete the required task given.
2. Answer what is asked and present your output in front of
the class

Situation:
Maria walks at a constant speed of 6 m/s for 5 seconds.Then,
she runs at a constant speed of 10 m/s for 5 seconds.

Task:
Create a speed-time graph using her data.

2. Analysis

Time Allotted: 10 minutes

• How did you describe your graph?

• What does your graph represent?
• How will you define acceleration, Speed, and Velocity based on the
graph?

3. Abstraction
Time Allotted: 20 minutes

Key Concepts
• The graph of Position vs Time tells you the motion of an
object
• The graph of Velocity-Time tells you the acceleration of an
object
• Slope is the rise and run of the graph which describe
acceleration, speed, time and position of an object

Motion & Graphs

• Motion graphs are an important tool used to show the relationships
between position, speed, and time.
• It’s an easy way to see how speed or position changes over time
• These types of graphs are called kinematic graphs.
• There are two types:
– Position vs. Time graphs
– Speed vs. Time Graphs

Position vs. Time

• Used to show an object’s position at a given time.
• Position: on y-axis
• Time: on x-axis
What does slope have to do with it?

• Slope is the ratio of the rise (y-axis) to the run (x-axis) of a line on a
graph.
• A bigger slope means a steeper line which means a faster speed.

Steeper Line = Faster Speed

Negative Slopes

•What does this graph mean???

•And this one?
•They show an object that is slowing down - or decelerating.
•The first graph is slowly decelerating, while the second graph is quickly
decelerating.
Basically

• This graph is for a car moving with a constant velocity of +5 m/s for 5 seconds,
stopping abruptly, and then remaining at rest for 5 seconds.

• The straight line means its position isNOT changing.

Speed Vs. Time

• Used to
show an
object’s
speed at a
given time.
• Speed: on
y-axis

• Time: on x-
axis

The slope of the line can be

calculated as 10 m/s/s. It is
obvious once again that the
slope of the line (10 m/s/s) is
the same as the acceleration
(10 m/s/s) of the car.
 • As we know, most objects don’t move at a constant speed.
• If a speed vs. time graph slopes up, then the speed is increasing.
• If it slopes down, then the speed is decreasing.
• If the graph is horizontal, then the object is moving at a constant
speed.

4. Application

 The students are ask to interpret the graph and describe the
motion of an object.

Time Allotted: 5 minutes

IV - ASSESSMENT

Time Allotted: 5 minutes

Direction: Study the graph below and answer the following questions.
Write your answer on a ¼ sheet of paper.
 Questions:

1. Which runner won the race?

2. Which runner stopped for a rest?
3. How long did he stop for?
4. How long did Bob take to complete the race?
5. Calculate Albert's average speed.
6. Define Briefly in your own words the relationship between the following:
(2.5 points each)
a. Position vs Time
b. Speed vs Time

V-ASSIGNMENT

Direction: In a ¼ sheet of paper, solve the problem below.

1. A car starts from a stoplight and is traveling with a velocity of 10 m/sec east in
20 seconds. What is the acceleration of the car?

PREPARED BY:
EMMANUEL P. RONQUILLO
TEACHER