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 Earths uniform gravitational field without air resistance.
Explain how experiments carried out by Galileo overturned Aristotles 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 velocitytime 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 M1M3
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 M1M3

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 100m 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 velocitytime
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 1kg and 20kg 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.

Pearson Education Ltd 2008

This document may have been altered from the original