Experiment 2: Kinetics of Human Motion
Neil Joshua Sia, Margaret Sta. Maria, Denisse Vianne Sy, John Renzo Tan, Nina Rose Vicencio
Department of Math and Physics
College of Nursing, University of Santo Tomas
Espana, Manila Philippines
Abstract
Kinematics deals with the motion of objects
without reference to forces unlike dynamics is the
study of effects that the forces and their influence
on the motion of objects. The main components of
kinematics are velocity, acceleration, position and
time. There are variables such as friction from the
ground and gravity resistance which can affect
motion in various ways. The experiment will focus
on the components namely displacement versus
time, velocity versus time and reaction time of a
normal person.
1. Introduction
Kinematics is described as the study of
motion. It was introduced by Ampère in one of his
essays on the classification of Sciences. He wanted
to create a new discipline in which motion would
be studied without regard to the forces involved,
that should be taken into account in dynamics. In
the 14th century, Nicholas Oresme represented time
and velocity by lengths. He invented a type of
coordinate geometry before Descartes. The need for
mathematical descriptions of velocity contributed
to the development of the concept of the derivative.
At the same time, scholastic philosophers studied
motion with constant acceleration at Merton
College in Oxford. We now know of this work as
the Merton Rule which states that “An object with
constant acceleration travels the same distance as it
would have if it had constant velocity equal to the
average of its initial and final velocities.”. During
the 17th century, Galileo Galilei (1564–1642) and
others discovered that, in a void, all falling objects
have the same constant acceleration, and so their
motion may be determined by using the Merton
rule. Part of the experiment should be the history of
human motion. Aristotle defined locomotion as “the
parts which are useful to animals for movement in
place”. Classical antiquity already used
mathematics for describing human poses or motion,
demonstrated in art works that we have to consider
individual poses as well as collective poses. During
the Baroque period, Giovanni Alfonso Borelli
contributed to various disciplines. In his work, “On
the Movement of Animals” he applied to biology
the analytical and geometrical methods, developed
by Galileo Galilei in the field of mechanics. During
the Age of Enlightenment, Isaac Newton
discovered the three laws of motion. The three were
known to be the law of inertia, law of acceleration,
and law of action-reaction. The law of inertia states


that, “A human in motion will continue moving in
the same direction at the same speed unless some
external force (like gravity or friction) acts to
change the motion characteristics.” The law of
acceleration on the other hand states that, A force
acting on a human motion will cause an
acceleration in the direction of the force and
proportional to the strength of the force. Lastly, the
Law of action- reaction states that “A human’s
motion against a medium is matched with a
reaction force of equal magnitude but opposite
direction.” We now use computers to study on
human motion. Instead of only capturing image
sequences, to be analyzed by a human observer,
now those sequences are digitized, and computer
programs are used for an automated analysis of the
sequence. This has made the study of human
motion more advanced and developed.
For the second experiment, two objectives
were given and are expected to be met: (1) To draw
the displacement versus time graphs and velocity
versus time graph of a person moving away with
constant velocity from a chosen starting point for a
period of ten seconds, (2) To determine one’s
normal reaction time and his reaction time while
using his cellphone.
2. Theory
As previously mentioned, kinematics is
simply the study of motion. This field of study aims
to provide a description of the spatial position of
our bodies, velocity, acceleration, with the
causative agents disregarded. This gives motion
descriptions that are only possible for particles of
having constrained motion. It is relative to say that
a body is in motion as motion itself is relative.
Hence, there are given ways to describe motion;
speed, acceleration, velocity.
Speed, velocity, and acceleration describe how an
object’s position and motion change through time.
Rates measure the change in something over a
length of time. Speed is the rate of change of
distance. In other words, speed is the distance
travelled by a moving object over a period of time.
A moving object that doesn’t change it’s speed
travels at constant speed. It means equal distances
are covered in an equal amount of time, as well. An
object moving at constant speed travels the same
distance each second.

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Uniform motion is the same distance travelled for
the same time interval. This is held to be true for
constant speed and constant velocity. On the other
hand, the car’s speed at any given time is called its
instantaneous speed as a car driving in town must
slow down and speed up, therefore its speed is not
constant. This applies to all objects moving at a
constant speed has the same instantaneous speed at
all times. Velocity is speed in a given direction. It is
able to graphically describe direction and
magnitude, as well.
Acceleration describes the change in the velocity of
an object per unit of time. In simpler terms, how
fast you speed up, slow down, or change direction;
it’s the rate at which velocity changes. As
previously mentioned, there are different types of
acceleration. First, there’s increasing speed where,
for example, a car speeds up at a green light.
Second, there’s decreasing speed where, for
example, a car slow down at a red light. Lastly,
there’s changing direction where, for example, a car
at constant speed would turn to the right. The
horses on the carousel are moving at a constant
speed, but changing direction, so they are
constantly changing velocity and, therefore,
accelerating.
! Logger Pro to obtain a measurement of their
In this activity, motion was graphically analysed
through utilization a graph indicating distance or
position relative to the time. As seen in the graphs,
a horizontal line is drawn, when a certain object or
system is not moving as the time progresses. If
something starts out slow and then speeds up, its
change in speed then the line drawn can be
visualized as though there’s a fracture at the point
where an object sped up. Position relative to time
graphs describes the rate of change in position of an
object over time. The slope in a position-time
graph, is equivalent to the average speed.
Additionally, on a position-time graph, Increasing
means moving forward which indicates a positive
direction. Visually, a “concave up” means positive
acceleration. Decreasing means moving backwards
which indicates a negative direction. Visually, a
“concave down” means negative acceleration. As
the members were required to match the graphs that
can be executed through walking at different
speeds. Visual representations presented on the
graph proves this to be true.
3. Methodology
The experiment on Kinematics of Human
Motion is divided into 4 parts: Activity 1 on
Graphing the analysis of Human Motion, Activity 2
done by Graph Matching, Activity 3 focused on
Graphical analysis of Motion and Activity 4 on
Reaction Time. The following materials were used
in completing all 4 activities of this experiment: (1)
meter stick, (2) timer and (3) Vernier Logger Pro.
A. Activity 1: Graphical Analysis of Human
Motion
The students were tasked to sketch a
prediction on the result of motion in 3 different
displacements and velocity then compare this to the
output using the Logger Pro that would produce an
accurate graph for its presentation. The first motion
was for a student to move away from the Logger
pro at a constant velocity for 10 seconds, the
second motion was to move toward the Logger Pro
from a chosen point in a constant velocity for 10
seconds and lastly to move away from the Logger
Pro in an increasing speed for 10 seconds. These 3
different graphs were then recorded for data as the
contrast from the expected result at the beginning
of the activity.
B. Activity 2: Graph Matching
The task was to have the students attempt
and match their motion to the two given sets of
experiment datas that had an exact graph to follow.
The students accessed experiment files: “01b Graph
Matching” and “01d Graph Matching” that both
had different line graphs. The students used the
movements that was able to produce an accurate
graph of their attempts to match their motion to the
given example in the experiment file. The results
showed the comparison between the set to follow
on the upper half and the attempt of the students on
the lower half of the same graph.
C. Activity 3: Graphical Analysis of Motion
The third activity was to have one member
of the group walk in a straight line for a total of 10
seconds from a chosen starting point. The distance
(meters) of each second in the total time must be
measured to produce a total displacement at the end
of each time travelled and compute for the average
velocity and instantaneous velocity.
D. Activity 4: Reaction Time
The fourth activity measures the reaction
time of each member in the group. The task is for
member 1 to hold the meter stick vertically at the
zero mark while member 2 positions the meter stick
in between their thumb and index finger at the
50cm mark without touching the meter stick.
Member 1 will then drop the meter stick without
warning and member 2 should be able to catch it at
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any given measurement to indicate the distance of approaching the sensor. This time, it starts from a
the meter stick has fallen from the 50 cm mark. distance to the point of origin, showing uniform a
Each member must be able to do this activity and downward line graph.
record their measurements and repeat the procedure
but the second time must be done while member 2
talks to a friend through their cell phone.
Computations and formulas used to determine the
reaction time using the distance will be indicated in
the Theory portion of this experiment.

4. Results and Discussion

A. Activity 1: Graphical Analysis of Human

Motion
For activity 1, students were instructed to predict
and sketch and produce the appearance of the
displacement versus time and the velocity versus
time graph for a person moving away with constant
velocity from a chosen starting point in 10 seconds
using a Logger Program.
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Table 3. Position vs. Time and Velocity vs Time
graph (moving away with increasing velocity)
In table 3 above, the person moved away from the
starting point. However, the speed of the person
was slowly increasing, thus increasing in
acceleration This caused a non uniform upward
curve graph.

B. Activity 2: Graph Matching

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Table 1. Position vs. Time and Velocity vs Time
graph (moving away with constant velocity)
As shown above, the person was moving in a
constant velocity, forming a linear graph. As time
increases, the distance between starting point and
person increases which shows a uniform upward
slope. Since the person’s velocity is constant, the
acceleration is also constant.
!
Table 4. 01b Graph Matching (Position vs Time)
In the picture above, the student maintained
velocity while matching the position vs time graph
given. As the person moves back, it causes a rising
non uniform slope. When reaching the matching
height, the student stopped, which made the red
line match the straight mark. The student then
move forward causing a non uniform downward
slope then waiting for few seconds to match the
remaining line.

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Table 2. Position vs. Time and Velocity vs Time
graph (moving forward with constant velocity)

The person started a specific point and moved

slowly to the origin at a constant speed as time
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passes. The graph shows a linear graph but in a
Table 5. 01d Graph Matching (Position vs Time)
slanted projection. Person still has a constant
acceleration due to the constant velocity when
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During this part of the experiment, the student had D. Activity 4: Reaction Time
a hard time in matching with graph. The student STUDENT REACTION REACTION
had to move in way that her acceleration should TIME TIME WHILE
match the given graph. The student waited for a (s) CALLING
few seconds and moved back quickly to match the
graph given. The student had to maintain moving to SIA 0.18s 0.25s
prevent the red line from going down again. During
STA. MARIA 2.12s 1.86s
that straight line, the acceleration had to be
constant, but we struggle to create an accurate SY 0.17s 0.17s
match. After that, the student then goes back to the
origin. TAN 0.23s 0.31s

C. Activity 3: Graphical Analysis of Motion VICENCIO 0.22s 0.23s

Table 7. Reaction Time of each Members
TIME TOTAL AVERAGE INSTANTAN During the activity, we observed that each members
DISPLACE VELOCITY EOUS has a different reaction time, therefore affecting
MENT VELOCITY some results. The times where the members are
distracted leads to a longer reaction time than
1 0.75m 0.75m/s 1.5m/s normal reaction time. Reaction time was then
2 1.25m 0.625m/s 1.25m/s calculated with the formula found in Theory where
h is height in the 50cm ruler and g is the
3 2.99m 1.00m/s 2m/s gravitational pull, 9.8m/s2

4 4.08m 1.02m/s 2.04m/s 5. Conclusion

The second experiment was composed of 4
5 5.15m 1.03m/s 2.06m/s different activities concerning kinematics in human
6 6.55m 1.09m/s 2.18m/s motion. The first two activities focused on the use
of a sensor to be able to draw the displacement
7 7.23m 1.03m/s 2.06m/s versus time graphs and velocity versus time graph
of a person moving away with constant velocity
8 8.72m 1.09m/s 2.18m/s from a chosen starting point for a period of ten
seconds (10s). n the first activity, a member of the
9 9.97m 1.10m/s 2.2m/s
group tried following the movement of the given
10 11.17m 1.12m/s 2.24m/s graph. According to the group’s member, it was
easier to follow the graphs of increasing and
Table 6. Total Displacement, Average Velocity and decreasing velocities than the graph of the changing
Instantaneous Velocity at each second velocity. Since the first two graphs were quite
drawn on one line only and one direction, it was
In the table 6 above, the student had to measure the easier to follow its flow. The third graph was
distance in one second to ten seconds. There are different. There were many changes in position
some values where the results may vary due to the needed to be able to follow the graph. This made
different speeds the student is going.The students the process difficult for our member. The third
then obtained the values for average velocity using activity made use of a meter stick and timer. The
the formula, for each total displacement . The total group measured distance in this activity. The
displacement values are close to each other and are member, walked along a straight line as the other
expected since the average velocity is the total members measures and computes for his
displacement during an extended period of time. acceleration. The group concludes that the member
Therefore, it is observed that if total displacement did not have a constant acceleration and it varies on
increases, the average velocity also increases. The many external factors. The last activity satisfies the
instantaneous velocity also showed that if the other objective mentioned above. The group was
instantaneous velocity increase, the total able to determine one’s normal reaction time and
displacement and average velocity increases. The his reaction time while using his cellphone. Based
instantaneous velocity was calculated with the help on the gathered results, the group concludes that
of the formula, Instantaneous velocity = 2 x total external distractions like using the cellphone
displacement divided by time changes the reaction time. It specifically increases
reaction time and makes it longer for a person to
respond or react. Overall, the experiment was able
to tackle kinematics in human motion in depth due
to the several examples and activities provided for
the second experiment.

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 A. Home to UST
6. Applications

1. Device a way to determine the height of a

building using only a stopwatch

To determine the height of a building using a

stopwatch, you can drop a coin from the top floor
of the building unto the ground floor and before
dropping the coin, you also have to time how many
seconds did the coin land on the ground floor. Once
you were able to get the reaction time of the coin
dropped from top floor to ground floor, you can !
solve it by height = (final velocity – initial velocity)
multiply by acceleration time multiply by gravity
and then squared root the final answer.

2. From the point of view of physics, is there

a basis to the law banning the use of
cellphone while driving?

From the point of view in physics, banning the use

of cell phone while driving is illegal because the
reaction time of a normal person driving is different !
from the reaction time of a normal person but
distracted of using his/her phone. Based on our B. UST to Home
experiment, there is a major different of the
reaction time because this certain person is
distracted in using his/her phone which can affect
the person’s activity. In addition, you can cause
accident on the road when you use your phone
while driving since our eyesight cannot focus on
two things at once which it can be a risk to your
life. It is for the best to not use your phone while
driving since it can benefit your safety and the
traffic you might cause when you are in an accident
which is already implemented by law namely as
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“Republic Act 10913 or The Anti - Distracted
Driving Act”

3. Draw your displacement versus time graph

and velocity versus time graph from your
home on your way to UST and back.
- Home to UST (2)
- UST to Home (2)


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7. References
[1] Britannica, T. E. (2017, June 21). Kinematics.
Retrieved March 12, 2019, from https://
www.britannica.com/science/kinematics

[2] Boundless. (n.d.). Boundless Physics. Retrieved

March 12, 2019, from https://
courses.lumenlearning.com/boundless-physics/
chapter/basics-of-kinematics/

[3] Klette, R., Tee, G. (n.d.). Understanding Human

Motion: A Historic Review. Retrieved from http://
citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.520.9018&rep=rep1&type=pdf

[4] Macagano, E. (August 1991). Leonardian Fluid

Mechanics. History of Kinematics and Inception of
Modern Kinematics. Retrieved from https://
ir.uiowa.edu/cgi/viewcontent.cgi?
article=1014&context=iihr_monograph_series

[5] What are the kinematic formulas? (n.d.).

Retrieved March 12, 2019, from https://
www.khanacademy.org/science/physics/one-
dimensional-motion/kinematic-formulas/a/what-
are-the-kinematic-formulas

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