Constant acceleration
Weekly Plan 3
Student book links
Specification links
Link to GCSE specification
Suggested time allowed:
• 1.1.8
• 1.1.9
• 1.1.10
• 1.1.4 (a)–(f)
Forces and motion: speed; acceleration; and
acceleration due to gravity
Five hours
Suggested teaching order
Weekly learning outcomes
Students should be able to:
1.1.4 Linear motion
• Derive the equations of motion for constant acceleration in a straight line from a velocity against
time graph.
• Select and use the equations of motion for constant acceleration in a straight line.
• Apply the equations for constant acceleration in a straight line, including the motion of bodies
falling in the Earth’s uniform gravitational field without air resistance.
• Explain how experiments carried out by Galileo overturned Aristotle’s ideas of motion.
• Describe an experiment to determine the acceleration of free fall, g, using a falling body.
• Apply the equations of constant acceleration to describe and explain the motion of an object due
to a uniform velocity in one direction and a constant acceleration in a perpendicular direction.
Key words
Displacement
Acceleration
1. Equations of motion for constant acceleration taken from
definitions and from velocity–time graphs
2. Examples of using the equations
3. Falling under gravity
4. Measuring g
5. Independence of horizontal and vertical motion
How science works
Acceleration of free fall
Velocity
Free fall
•
•
Learning styles (S = Starter activities, M = Main activities, P = Plenary activities)
Kinaesthetic
Activities M1–M3
Activity P2
Lesson time allocated:
Interpersonal
Activity S2
Auditory
Activity S1
HSW 1, 2 & 7ab Use the work done by Galileo to illustrate
how scientific models develop through the use of
experimental data.
HSW 5c The limitations in Activity M3 could be discussed.
ICT activities
Visual
Activity S3
Activities M1–M3
•
•
•
Video: The Monkey and the Hunter
Video: Apollo 15 'Hammer-Feather' Drop demonstration
Demonstration: Guinea and feather
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Weekly Plan 3
Suggested starter activities
Equipment
1. Discuss the limitations of the GCSE motion equations, in
particular, the use of average speed for an accelerating body.
Teacher notes
This can be linked to a 100 m sprinter or a falling object.
2. As a timed challenge, students complete a simple four/five
row table of S, U, V, A and T quantities – each row with one or
two missing values.
Pre-printed tables ready for completion
This should only be attempted once students have a good
understanding of the equations.
3. Show video clip of hammer and feather falling on the moon
as a lead into falling under gravity.
See ICT activities for Feather and
hammer video clip.
The guinea and feather in an evacuated tube could also be
used to reinforce this concept. See ICT activities.
Suggested main activities
Equipment
Teacher notes
1. Practicals using the SUVAT equations
Practical 1: Projectile motion down ramp
Practical 2: The speed of a water jet
See practical activity worksheets.
See practical activity worksheets and similar activities in the
OCR SoW.
2. Demo of Monkey and Hunter experiment
See ICT activities for Monkey and Hunter
equipment.
See ICT activities for links to video clips.
3. Practical to experimentally measure g. Use both the light
gates and the trap door method. (Practical 3: Measuring
Acceleration due to gravity.)
Trap door method of g, light gates, double
interrupter card
The trap door method should include several different
heights and the use of the graphical method. See practical
activity worksheet and OCR SoW.
Suggested plenary activities
Equipment
Teacher notes
1. Get the students to derive the equations of motion for
constant acceleration from a straight line on a velocity–time
graph – without using their notes.
A series of prompts could be given to assist the weaker
students.
2. Summarise in bullet points a method for experimentally
measuring g.
Alternatively, bullet points could be cut into strips and the
students asked to reassemble them into the correct order.
3. Students summarise the ideas about motion under gravity
before and after Galileo.
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Weekly Plan 3
Homework suggestions
• Revise for short mini-test on topics covered to date – could include mind maps as a starting point.
• Practise some SUVAT questions or some past exam questions taken from the student textbook.
• Research acceleration due to gravity on different planets in our solar system.
Cross-curriculum links
• Mathematics – equations of motion for constant acceleration
Extension ideas
• More complex calculations involving projectile motion and the equations of motion for constant acceleration
• Research into the original work carried out by Galileo (OCR SoW)
Potential misconceptions
• Students often confuse velocity with acceleration – e.g. saying things like 'the acceleration gets faster as an object falls'. This is difficult to overcome but key terms and
correct language should be stressed throughout.
• Thinking that heavier objects accelerate faster is a very common misconception. This could be avoided via the use of video clips (e.g. Activity S3) and simple F = ma
calculations of a 1 kg and 20 kg mass.
• Rearranging the more complex equations of motion for constant acceleration can prove problematic for some students. To help overcome this, a careful series of steps
should be presented to students.
Notes
The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other
good resources exist.
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This document may have been altered from the original
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