Draft: Chapter 4: Kinematics - Motion in One Dimension Lesson Plans For One Dimensional Motion

DRAFT
Chapter 4: Kinematics - Motion in One Dimension
Lesson Plans for One Dimensional Motion

Kinematics is typically the first area of physics content addressed in most high school
curricula. Some common misconceptions students may have with respect to kinematics
are:
• Velocity is the same concept as speed.
• Two objects at the same position have the same velocity.
• Velocity and acceleration mean the same thing.
• An object’s mass determines its acceleration in free fall. A more massive object
accelerates faster than a less massive object.
• Acceleration and velocity are always in the same direction and an object with no
velocity can have no acceleration.
The kinematics learning cycle begins with The Physics 500 in which students determine
speeds of different objects or people by dividing the distance an object or person travels
by the time taken to travel that distance. In the concept development activities, Graphing
Student Motion I and Graphing Student Motion II, students examine the difference
between motion that has a constant speed and motion that has a constant or uniform
acceleration through comparison of calculated data and the graphical interpretation of
that data with distance versus time and speed versus time graphs.
The concept of acceleration is difficult for many students. It is the rate of change of a rate
of change. Students who cannot distinguish between velocity and acceleration do not
recognize that the slope of a velocity versus time graph is the object’s acceleration. If
motion detectors are available, by all means use them. Whether the motion sensor
connects to a graphing calculator or a computer, the understanding gained by the student
seeing the graphs drawn in real time as a result of the student’s own motion is
unsurpassed. The ability to vary the steepness or slope of a displacement versus time
graph as well as vary the sign of the slope develops the concept that the slope of a
displacement versus time graph is an indication of the velocity with which an object or
person moves. Constant velocity versus accelerated motion is visualized when students
make velocity versus time graphs.
An apparatus that is useful in showing the direction of acceleration is the accelerometer

that is described in the Accelerometer demonstration. Use the accelerometer prior to the
activity Graphing Student Motion II. The cork or fishing bobber will point in the
direction of the acceleration. Use this again when teaching circular motion.
If motion detectors are not available, a tape timer can be used to produce tapes similar to
those shown below where the top tape represents constant velocity and the bottom tape
represents constant acceleration.
. . . . . . . . . . . . .
Jan Mader and Mary Winn © 2006 Posted Online for Comments
8/14/2006
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.. . . . . . . . . .
Acceleration of a Dropped Ball introduces the acceleration of an object that is in free
fall. The motion of a pull back car that accelerates attached to a tape timer can be used to
give students a concrete visualization of the fact that a greater distance is traveled during
each succeeding time interval. The activity Equal Time, Equal Distance, provides a
visual and auditory experience with gravitational acceleration due to free fall.
The Graphing Motion Review Sheet provides students with the opportunity to practice
the concepts and the analysis of graphical representation of data through direct
interpretation of displacement versus time and velocity versus time graphs as well as
requiring students to determine velocities and accelerations via slopes.
Students apply their knowledge of constant velocity and constant acceleration through
matching both distance versus time and velocity versus time graphs in Walk this Way
Charades and with the Reaction Time demonstration and mini lab.
Additional activities for kinematics may be found in the following AAPT PTRA
Manuals, which may be purchased from AAPT:
• Hobbs, Winn, and Senior, Role of Demonstrations in Teaching Physics, ©1999
AAPT
• Jane and Jim Nelson, Teaching About Motion, ©1999 AAPT
• Jodi and Roy McCullough, The Role of Toys in Teaching Physics, ©1995
AAPT
• Cox and Belloni, The Role of Physlets in Physics Education, ©2001 AAPT
• George Amann, Exploring Physics in the Classroom, ©2005 AAPT
• Amann and Callahan, Homemade Physics Equipment, ©2005 AAPT
8/14/2006
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The Physics 500
Problem:
How can you describe the motion of an object in a race?
Materials:
Meter sticks, stopwatch, bike, tricycle, skate board, roller skates, level, straight
road, "finish" string, wind-up toys, battery toys, and playground balls.
Procedure:
1. Work in groups of three or four students and determine the speed of selected
events. You could invent certain races such as hopping on same foot, rolling on
the lawn, backward walk, three-legged race, etc.
2. Organize your plan to determine the speed of each race involving your group.
Each group must perform a minimum of 5 “races”.
When experiments are done in which measurements are taken, a good
experimenter organizes a table and records all the measurements. These
measurements are used to make the necessary calculations. Place your
measured quantities necessary to calculate speed in columns to the left of
the speed column. Always show the units used in measured and calculated
values.
3. Construct a table like the one started below. Add units to show what you
measured. Record as many digits as you can read directly plus one estimated digit
from your measuring instruments.
Data Table
Activity Distance (m) Time (sec) Average speed

(m/s)
Hopping on one
foot
Toy car
Dribbling a ball
Summing Up:
1. How do you think speed, distance and time are related?
2. Would the recorded speeds represent the maximum speed for each event? Explain.
3. What was the fastest event in the class?

Adapted with permission from PRISMS, Roy Unruh, University of Northern Iowa, Cedar Falls, IA (1993). Copyright College of
Natural Science, University of Northern Iowa
Diagram by Russel Davison, King High School, Tampa, FL

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Physics 500
Teacher’s Notes
Teaching Strategies:
Students need to be encouraged to find unique races for their timed trials. The calculated
speeds are average speeds, although the longer the distance traveled, the closer the
average speed will approach the speed at the finish line if the speed is uniform after the
start.
It is often useful to have students practice with their stopwatches. Pass out the watches
and announce “start” followed in a few seconds by “stop”. Have students compare their
results and practice more if needed.
A wide variety of objects will add interest and excitement, but the teacher must select
activities that safely match the location. This lab will prove an effective introduction to
accelerated motion if students understand that the recorded motion is not uniform.
Remember this is an exploration activity. Do not expect the same type of results from
each student. Also, don’t give them the equation average velocity = distance divided by
time. Encourage students to try to figure out on their own how to use the data they
collect. Some will divide the time by distance, etc. This is OK as class discussion of the
activity will bring about understanding of how to use the data. Other students will
remember the distance = rate multiplied by time formula from algebra classes. Have
students list their events and average velocities on the board.
An optional way some teachers do this activity is to instruct students to determine the
average speed for each of five different events. Teachers have measuring tapes and
stopwatches available. At some schools students can go outside and time passing cars,
slide down slides, run around the track etc.
The following equations and conversions will be needed by the students to complete
the lab. Whether the teacher gives this information to the students or asks the
students to find the information depends on personal preference.
vav = d/t
vav = average speed
d = distance in meters
t = time in seconds
1 m/s = 2.237 mi/hr
Adapted with permission from PRISMS, Roy Unruh, University of Northern Iowa, Cedar Falls, IA (1993). Copyright College of
Natural Science, University of Northern Iowa

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Graphing Student Motion I

Problem: How would a person move to demonstrate constant speed?
Materials: meter stick, stopwatch, level straight racing area.
Procedure:
1. Five students with stopwatches should stand at uniform intervals of 1 – 3 meters. The
student who is walking begins before the starting line so that he/she has a constant
speed when the stopwatches begin..
2. When the walker passes the starting line, he/she shouts, ”Go!” All timers start their
stopwatches.
3. When the walker passes a timer, that timer stops his/her watch.
4. Record your data in the table, with appropriate labels. Calculated answers are to be
rounded to the nearest 10th.
5. Repeat two more times at the same constant speed.
Constant Speed
timer Distance Time Average speed
1
2
3
4
5
6. Make a graph of the distance versus time graph. Draw a best line of fit for the data.
Find the slope of the line.
7. Make an average speed versus time graph. Compare the “average” of your average
speed versus time graph with the slope of the distance versus time graph.
Summing Up:
1. If a person walks at a constant speed, how does the average velocity for each timer
compare?
2. If stopwatches were unavailable, how could one determine if the speed was constant?
How would a person’s motion look? Explain
Based on a lab by Jim Nelson and Jane Bray Nelson in the PTRA Manual Teaching About Motion, ©AAPT
2001

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Graphing Student Motion I

Teacher’s Notes
Prior to conducting this laboratory activity review the kinematics equations for determining
average velocity which were used in The Physics 500. Ask students how times for each
distance increment should compare. If students are unable to make a statement such as, “The
time for the second distance should be twice that for the first etc.” or “The time differences
between the start and first timer should be the same as the time difference between the first
and second timer.” Ask leading questions such as, “If a car travels at an average speed of 60
mph, how long would it take to drive 60 miles, 120 miles, etc?”
Note: If this is the first time students have used stop watches, it is a good practice to have
students practice with the watches and observe their precision. Pass out the watches available
and announce “start” followed a few seconds later with “stop”. Have the students read their
watches to the class and observe the variations. See if practicing will reduce the variations.
Student arrangement for gathering data.
Starting Line
Timers
Walker
Encourage the walker to maintain the same average speed for each of the three trails. When
graphed the data points will cluster about a best-fit line.
Sample Data
Constant Speed
timer Distance Time Average speed
m s m/s
1 5 5 5 10.1 9.9 10.5 .5 .5 .5
2 10 10 10 19.8 21.2 20.5 .5 .5 .5
3 15 15 15 30.7 31.0 29.8 .5 .5 .5
4 20 20 20 39.6 40.4 41.0 .5 .5 .5
5 25 25 25 48.9 50 50.6 .5 .5 .5
2001

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2001

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Summing Up:
1. If a person walks at a constant speed, how does the average velocity for each timer
compare?
Ans: Rounded to the nearest 10th the average velocity or speed is the same.
2. If stopwatches were unavailable, how could one determine if the speed was constant?
How would a person’s motion look? Explain If stopwatches were not available
students could clap in unison and the number of claps could be counted. A person’s
motion would look smooth and even.
2001

DRAFT
Making an Accelerometer
Description:
Hold the jar up about head level so students can see it. Notice that the cork points
straight upward indication no acceleration. Begin walking forward quickly and
the cork leans forward indicating forward or positive acceleration until you move
at a constant speed. When you slow down or stop, the cork leans backward
indicating negative acceleration. The jar can also be pushed back and forth on the
lab table.
Discussion:
Once students realize that the cork always leans in the direction of the
acceleration, the accelerometer can be used to study different magnitudes of
acceleration as well (amount of lean) and works beautifully to show the direction
of centripetal acceleration if you hold it out while spinning in a circle.
It is also instructive to discuss with students why the cork leans in the direction of
the acceleration. The water has more inertia than the cork and thus moves to the
outside and pushes the cork in the direction of the acceleration. This can be tied in
to a lesson on inertia. It can also be compared with the motion of a helium-filled
balloon in a car that is changing its motion.
Materials:
One-quart mason jar (with a small hole punched in the lid)
cork or fishing float (“bobber”)
twine or strong string
epoxy or plumbing caulk
Instructions:
1. Thread string through cork and tie.
2. Thread the string through the lid of the jar.
3. Adjust the length of the string, tie a knot on the outside of the lid and seal with
epoxy or plumbing caulk.
4. Fill jar with water, screw the lid on tightly, invert and use.
Other ideas:
This accelerometer can also be made with an Erlenmeyer Flask and a fishing
bobber.
8/14/2006
DRAFT
Graphing Student Motion II

Problem:
How would a person move to demonstrate constant acceleration?
Materials:
Meter stick, stopwatch, level straight area.
Procedure:
1. Five students with stopwatches should stand at uniform intervals of 1 – 3
meters. The student who is running begins at the starting line.
2. When the runner is ready to start, he/she shouts, ”Go!” All timers start their
stopwatches and the runner begins to walk very slowly at first and increases
his/her speed at a uniform rate.
3. When the runner passes a timer, that timer stops his/her watch.
4. Record the data in the table and include appropriate units. Round calculated
measurement to the nearest 10th.
Constant Acceleration
Timer Distance Time Average Final speed
speed 2 x average
speed
1
5. Make a distance versus time graph. Draw a best line of fit for the data.
6. Make a final speed versus time graph. Find the slope of the best line of fit for
the data.
Summing Up:
1. If a runner moved with a constant acceleration, how does the time for each
distance interval compare?
Based on a lab by Jim Nelson and Jane Bray Nelson in the PTRA Manual Teaching About Motion,
©AAPT 2001

DRAFT
2. What does it mean to accelerate in terms of distance and time? What is the
shape of the distance versus time graph?
3. How do the final velocities compare if the runner is accelerating? What is the
slope of the final velocity versus time graph?
©AAPT 2001

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Graphing Student Motion II

Teacher’s Notes
Prior to conducting this laboratory activity review the kinematics equations for
determining average velocity that were used in The Physics 500 and the relationships
that were discovered graphically and mathematically for Graphing Student Motion I.
Ask students how times for each distance increment should compare if the student walks
with a constant acceleration starting from rest. If students are unable to make a statement
such as, “The time differences between the start and first timer should be the larger than
the time difference between the first and second timer.” ask leading questions such as,
“What happens as a person accelerates? When a person goes faster and faster does it
require more time, less time or the same amount of time to cover a given distance?”
The student arrangement for gathering data is shown below. Remember: The student who
is walking/running starts from rest at the starting line. Calculations rounded to the nearest
10th will enable the graphical relationship to be more easily interpreted.
Starting Line
Timers
Runner
Encourage the walker/runner to maintain the same constant acceleration for each of the
three trails. This will be more difficult than maintaining a constant speed. Have the
students record data after they compare the times with the first trial recorded. Keep the
distances between timers small 1-3m. If the distances are too large the students will be
unable to accelerate for the entire distance. When graphed the data points will cluster
about a best-fit line.
©AAPT 2001

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Sample Data
Constant Acceleration
Timer Distance Time Average Final speed
m s speed 2 x average
m/s speed
m/s
1 2 2 2 5.0 4.8 5.2 .4 .4 .4 .8 .8 .8
2 4 4 4 6.8 7 7.1 .6 .6 .6 1.2 1.2 1.2
3 6 6 6 8.6 8.7 8.8 .7 .7 .7 1.4 1.4 1.4
4 8 8 8 9.6 10 9.8 .8 .8 .8 1.6 1.6 1.6
5 10 10 10 11.2 11 10.8 .9 .9 .9 1.8 1.8 1.8
©AAPT 2001

DRAFT
Summing Up:
1. If a person moved with a constant acceleration, how does the time for each
distance interval compare?
Ans: The largest time is from the starting line to the first timer. Subsequent time
differences are smaller between successive timers.
2. What does it mean to accelerate in terms of distance and time? What is the shape
of the distance versus time graph?
Ans: When a person accelerates he/she covers more distance in the same time
interval or the time required to go a given distance interval decreases. The distance
versus time graph is a direct squared relationship and resembles a parabola.
3. How do the speeds compare if something is accelerating? What is the slope of the
final velocity versus time graph?
Ans: The speeds get faster and fast. If the acceleration is constant the speeds
increase by the same amount. The slope for the given data set is .17 m/s2.
©AAPT 2001

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Review Sheets for Graphing Motion
Answer the following questions for the

object moving as shown in the Position-
Time Graph to the left.
________ a. How far does the object

travel between 5 and 10 seconds?
________ b). During which time interval

is the velocity zero??
________ c) How far does the object

travel between 10 and 25 seconds?
________ d) During which time interval

is the velocity negative?
________ e) What is the position of the object at 35 seconds?
________ f) Is the object accelerating during any time period represented by the graph?

object moving as shown in the Position-
Time Graph to the left.
________ a) What is the velocity

between 6 and 8 seconds?
________ b) What is the velocity at 5

seconds?
________ c) Is the velocity greater

between 0 and 2 seconds or between 3
and 4 seconds?
________ d) During which time

interval(s) did the object accelerate?
________ e) What is the displacement between 4 and 6 seconds?
Graphs drawn using “Graphical Analysis” by Vernier Software 8/14/2006
DRAFT

object moving as shown in the Velocity-
Time Graph at the left.
________ a) During which time interval

is the acceleration zero?
________ b) Is the acceleration greater

between 10 and 15 seconds or between
15 and 20 seconds?
________ c) What is the displacement at

the between 0 and 15 sec?
________ d) What is the displacement

between 10 and 15 seconds?
________ e) What is the acceleration between 15 and 20 seconds?
Answer the following

questions for the car moving
as shown in the Velocity-
Time Graph at the left.
________ a) At what time was the car stopped?
________ b) What was the greatest velocity the car reached?
________ c) How fast was the car going at 0.3 hr.?
________ d) At what time did the car have the greatest velocity?
________ e) During which time intervals was the car accelerating?
________ f) What is the acceleration at 0.5 hr.?
________ g) What is the acceleration of the car at 0.9 hr.?

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Review Sheets for Graphing Motion

Teacher Notes
One of the most difficult concepts to teach in physics is getting students to look at a graph and
visualize the motion of an object. It is recommended that a motion detector connected to a
computer or graphing calculator be used in teaching these concepts. However, several activities
have been provided in this book for use in the absence of electronic equipment.
These sheets are provided as a review for students at the end of the unit on graphing motion or as
practice graphs during the unit.
Answers to questions:
Graph 1
15 m a. How far does the object travel between 5 and 10 seconds?
10 – 25 sec b). During which time interval is the velocity zero??
0 c) How far does the object travel between 10 and 25 seconds?
25 - 35 sec d) During which time interval is the velocity negative?
0 e) What is the position of the object at 35 seconds?
back at starting point is an acceptable answer
No f) Is the object accelerating during any time period represented by the graph?
If students are concerned about the change of velocity at 10 and 25 seconds,
explain that the graph really is not valid at those instants – the question ask about
time periods.
Graph 2
0 a) What is the velocity between 6 and 8 seconds?
5 m/s b) What is the velocity at 5 seconds?
3 and 4 sec c) Is the velocity greater between 0 and 2 seconds or between 3 and 4
seconds?
0 -4 sec d) During which time interval(s) did the object accelerate?
10 m e) What is the displacement between 4 and 6 seconds?
Graph 3
5 - 10 sec. a) During which time interval is the acceleration zero?
15 -20 sec. b) Is the acceleration greater between 10 and 15 seconds or between 15 and 20
seconds?
This is a good time to talk about the difference between magnitude and direction –
students may think that a positive acceleration is greater than a negative
acceleration regardless of the magnitude.
110 m c) What is the displacement at the end of 15 seconds?
50 m d) What is the displacement between 10 and 15 seconds?
-2.4 m/s e) What is the acceleration between 15 and 20 seconds?
Graph 4
.7-.8 h a) At what time was the car stopped?
Answer to a) may include 0 h.
60 m/h b) What was the greatest velocity the car reached?
60 m/h c) How fast was the car going at 0.3 hr.?
DRAFT
.2-.4 h d) At what time did the car have the greatest velocity?
0-.2 h, .4-.7 h, e) During which time intervals was the car accelerating?
.8-1.0 h
-200 m/h2 f) What is the acceleration at 0.5 hr.?
+200 m/h2 g) What is the acceleration of the car at 0.9 hr.?
DRAFT
Walk This Way Charades

Teacher Directed Group Activity
Problem:
How well can a student follow verbal directions to match a given graph?
Materials:
A number line with positive and negative numbers, assorted distance versus time
graphs on 4 x 6 index cards, a stop watch or a clock with a second hand.
Procedure:
1. Place a number line on the board in the front of the room or using adding
machine tape construct a number line that can be taped to a wall in the
hallway or gym area.
2. Design distance versus time graphs that have time frames from between 10 to
20 seconds and distances that are both positive and negative See example.
3. Divide the class into teams. Each team will be given an index card with a
distance versus time graph.
4. Have one member of the team stand at a specified location on the number line.
5. When directed by his/her teammates that person is to “walk” as directed.
Teammates but make their “walker” aware of the time required to complete
each “walk” as well as the direction that they must travel. Example start at the
2 m mark and slowly move to the 4 m mark taking 4 seconds to move the 2
meters, stand still for 3 seconds and then walk backwards for 5 seconds
reaching the 0 meter mark.
6. Students receive points for the degree with which they match the graphs as per
their teammates instruction.
7. This procedure provides a unique review of kinematics and graphing.
Reprinted with permission from the Comprehensive Conceptual Curriculum for Physics (C3P), Richard P.
Olenick, University of Dallas, Irving, TX (2000). Copyright 2000 by Richard P. Olenick, University of
Dallas.
DRAFT
Summing Up:
1. Which motions are hardest to duplicate?
2. Sketch a velocity versus time graph that would correspond to your distance versus
time graph.
Dallas.
DRAFT
Walk This Way Charades

Teacher Notes
It is advisable to design several graphs that include negative as well as positive
displacements. One method that has proven successful is to have students design their
own graphs within given parameters such as stated in the procedure. Once they have
designed their graphs, collect the index cards and issue the graphs to an opposing team.
This normally ensures that the relative difficulty will be the same. This activity can also
be used for an extra credit exercise.
Summing Up:
1. Which motions are hardest to duplicate?
Ans: The hardest motions to duplicate are those that involve acceleration.
Students understand the concept of constant or uniform speed. The concept of
uniform acceleration is difficult. A possible activity is to have students sketch
graphs with descriptions that they would provide to their grandmother or sibling
with instructions to write a brief description explaining to their grandmother the
concepts of distance, velocity (average and final), and acceleration. Include a
description as to how to derive one quantity from the others. `
2. Sketch a velocity versus time graph that would correspond to your distance versus
time graph.
Ans: The graph shown is the average velocity versus time graph for the example
distance versus time graph given.
Dallas.
DRAFT
Equal Time, Equal Distance

Demo/Mini-lab
This activity can be done as a teacher demonstration with the apparatus made ahead of
time or as a mini-lab. Instructions for using the activity as a mini-lab are included at the
end of the demonstration section.
Description
The accelerated motion of free fall is demonstrated with washers tied to a string
and dropped onto a metal pan. One string has washers tied in 5 equal distances
and the other string has the washers tied in equal time increments.
Discussion
Students often have difficulty understanding the accelerated
motion of free fall. With this demonstration they can clearly
hear the difference in the beat between the equal distance
string (irregular, accelerating beat) and the equal time string
(regular beat). The students should then be encouraged to
analyze the difference between the two strings. For the
equal time string, it is obvious that the washers travel farther
in a given period of time at the top of the string than they .99 m
did at the bottom of the string. A more detailed analysis
would measure and analyze the distance traveled during
each time increment. The calculations all center around the
kinematics equation: .44 m
1 2
d = vi t = at
2 .1 m
where the initial velocity is zero.
Hints for this demonstration

The strings and washers tend to tangle very easily. Store them wrapped on a
piece of sturdy cardboard and handle them one at a time.
Adapted from: Hobbs, Winn, and Senior, AAPT PTRA Manual Role of Demonstrations in Teaching
Physics, ©1999 AAPT
DRAFT
How to present this demonstration

Place a metal pan upside down on the floor so it makes the maximum amount of
noise. Have a student stand on a ladder or sturdy lab table and drop the washers
onto the pizza pan. It is best to start with a washer resting on the pizza pan Drop
the string of equally spaced washers first. The students can clearly hear that the
time intervals are different. Then drop “equal time” string so that students can
hear that the time intervals are the same. To increase the class involvement, repeat
this several times and ask the class to clap the rhythm of the washers hitting the
pan for both situations.
Equipment needed for this demonstration

• A metal pan or a metal waste basket
• Equal distance string – a 2.8 meter string with washers attached at one end
and in five equal increments
• Equal time string – washers tied at 0 m, 0.11 m, 0.44 m, 0.99 m, 1.76 m, 2.75
m from one end. (this is based on a 0.15 second time interval).
Other ideas
• Make really long string/washer combinations and drop them off of the football
stadium or band stand onto a pan. An option that the students will love is to
replace the washers with water balloons. The sound is much more dramatic.
• This activity can be done as a minilab by having the students calculate and create
their own equal time, equal distance drop. A possible write-up for this lab is given
below.
DRAFT
Pie Pan Kinematics

Mini Lab
Problem:
How would you place four lead sinkers on a string so that they hit a pie pan at
equal time intervals?
Materials:
3 m of string, 4 sinkers, pie pan, meterstick
Procedure:
1. Tape one end of the string to the pie pan.
2. Attach a sinker on the string 2.7 meters from the pan.
3. Use the kinematic equations to determine other 3 sinker locations.
4. Show all calculations in a lab book.
5. Describe each step of your calculation.
6. Attach remaining sinkers.
7. Drop the string and see if you succeeded.
DRAFT
Equal Time, Equal Distance

Teacher Notes
Here are some additional suggestions on how to present the demo:
Drop the string of equally spaced washers from as high as possible onto a metal
wastebasket (or the pizza pan or metal pie pan). If the metal wastebasket is turned upside
down, the sound will be enhanced.
Have the students describe the sound.
The intervals should be unequal, becoming shorter.
Then drop the second string with washers closer together on the bottom from the same
height as the first.
Have the students describe the sound.
The interval between the clicks should now be equal.
Look at both strings again and explain these intervals.
The further a washer falls the more it is accelerated. Since the washers at the top of the
string have fallen further they are moving faster as they land.
The rate of acceleration is a constant rate found to be 9.8 meters (about 32 feet) per
second for each second the object is falling. This means that a falling object is moving
9.8 m/s faster at the end of each second than it was moving just one second earlier.
If the object is dropped from rest so that the initial velocity is zero, the equation to
determine velocity is:
v = at
where a = (acceleration of gravity = 9.8 m/s2 ) and t = (time is in seconds)
Acceleration due to gravity is symbolized by g.
What is the final velocity of an acorn that takes 2 seconds to fall from the top of tree?
HINT: Remember acceleration due to gravity means that every second the velocity
changes by 9.8 m/s. (Assume no loss due to air friction.)
vf = gt
vf = 9.8 m/s2(2s)
vf = 19.6 m/s
DRAFT
Acceleration of a Dropped Ball
Problem:
How is the time of free fall related to the distance fallen?
What is the slope of a final velocity versus time graph?
Materials: 6
tennis ball, meter stick, stop watch.
Procedure:
1. Drop the tennis ball from the edge of
the bleachers for at least 6 different 2
heights. HINT: Measure the height
of the first drop and then add or 1
subtract for each successive drop
height by either measuring and
counting the stairs or using a meter
stick. To ensure a measurable time
difference, vary the distances dropped by at least ½ meter.
2. Time how long it takes from the release to the impact of the ball with the ground.
At least three trials with relatively close times are required for an average time
3. Record your information in a data table.
4. Calculate the final velocity of the ball. Assume uniform acceleration.
5. Make a graph of final velocity versus time. Determine the slope for the graph.
Data Table
Total Times Average Average Final

Distance s Time velocity velocity*
fallen s m/s m/s
m
* Remember for uniformly accelerated motion the final velocity is twice the average velocity when an
object starts from rest.
Diagram by Russel Davison, King High School, Tampa, FL 8/14/2006
DRAFT
Data Table
Calculated ⏐agravity –acalculated ⏐ % error

Acceleration
a = vf/t m/s2
m/s2
Summing Up:
1. How does the final velocity change with a change in time? Why does this
change occur?
1. What is the slope of the final velocity versus time graph? How does it
compare to the acceleration due to gravity
DRAFT
Acceleration of a Dropped Ball

Teacher’s Notes
This is a high interest activity that will allow out of class exposure for your
course. It is best if this can be done out of doors on stadium bleachers, but
bleachers in a gym area work as well. Remind students to drop not throw the ball
and to average at least three trials per height for more accurate results. Use tennis
or racket balls as they do not reach terminal velocity as quickly as ping-pong or
smaller balls do. If students carefully measure the height from which the ball is
dropped and time accurately, they will find that that the calculated slope of the
velocity versus time graph is within 10% of the acceleration to gravity. If the
errors are significant, have students determine reaction times and correct drop the
times. Round all calculations to the nearest 10th.
Sample Data:
Data Table
Total Times Average Average Final

Distance s Time Velocity Velocity
fallen s m/s m/s
m
5 1.05 1.08 1.03 1.05 4.8 9.6
6 1.14 1.04 1.15 1.13 5.3 10.6
7 1.20 1.25 1.24 1.23 5.7 11.4
8 1.29 1.34 1.33 1.32 6.1 12.2
9 1.40 1.48 1.45 1.44 6.3 12.6
10 1.47 1.55 1.52 1.52 6.6 13.2
DRAFT
Calculated ⏐agravity –acalculated ⏐ % error

Acceleration for
a = vf/t m/s2 acceleration
m/s2
9.1 .7 7
9.4 .4 4
9.3 .5 5
9.2 .6 6
8.8 1 10
8.7 1.1 11
Summing Up:
1. How does the final velocity change with a change in time? Why does this
change occur?
Ans: The final velocity increases with time. A ball falling from a greater
DRAFT
height has a longer time to accelerate. Final velocity is equal to twice the
average velocity.
compare to the acceleration due to gravity?
Ans: The calculated slope of the final velocity time graph is 8.8m/s2,
which is roughly a 10% error. Individually the errors are less.
DRAFT
Gravitational Acceleration Using a Tape Timer

Problem:
How is the time of free fall related to the distance fallen?
How is the final speed in free fall related to the acceleration?
Materials:
Recording timer, paper tape, carbon
discs, 100 and 200g mass
Procedure:
1. Attach a recording timer to a ring
stand such that the falling
mass/timer tape will fall at least
1.5m.
2. Attach a 200 gram mass to the
tape, turn on the timer and allow
the mass to fall. A tape of
accelerated motion will resemble the following:
.. . . . . . . . . .
a. Chose the first clear dot as the zero point for data collection. Most
recording timers make 60 marks per second. The time interval between
dots is 1/60th of a second. Therefore the time represented by 6 intervals is
0.1s.
b. Measure the total distance fallen from the zero point to each 0.1s for the
length of the tape.
c. Record the data and calculate the average and final velocities.. Assume
uniform acceleration and that the mass doesn’t reach terminal velocity.
d. Make a final velocity versus time graph and determine the slope for the
graph.
e. Compare the slope of the final velocity versus time graph with the known
value for the acceleration due to gravity and determine your percent error.
8/14/2006
DRAFT
Data Table
Time Total Average Final
s Distance Velocity Velocity
fallen m/s m/s
m
0
0.1
0.2
0.3
0.4
0.5
Summing Up:
1. How does the final velocity change with each change in time? Why does this
change occur?
compare to the acceleration due to gravity?
3. How does the calculated acceleration due to gravity for the 100g mass
compare to that of the 200g mass?
8/14/2006
DRAFT
Gravitational Acceleration Using a Tape Timer

Teacher’s Notes
Though there are many ways to measure the acceleration due to gravity using
modern technology, it is recommended that at least one lab be done using tape
timers. Many standardized tests use a picture of a tape with dots on it and ask
various questions about the motion of the object. If the student has never seen or
used a tape timer, he/she will probably miss that question. One piece of
equipment is sufficient. Simply make a separate tape for each group of students.
Note that the Average Velocity will occur at mid-time not mid-distance, but mid
distance can be used without introducing much more error than the equipment
itself. Calculated gravitational accelerations will range from 8.0m/s2 to 9.5m/s2
(or even wider ranges). Don’t worry too much about accuracy in this lab – the
important thing is to teach the students how to understand the tapes. Most of the
errors can be attributed to the friction that occurs between the tape and the timer.
Every time the clapper hits to make a mark, it slows down the tape slightly. Have
students watch their significant figures on this so they don’t get the idea that the
lab is more accurate than it is. .
An extension of the lab is to vary the masses used to allow for the development of
the concept that the acceleration of a freely falling object is independent of its
mass. This is only going to be true for objects about 200 g or larger – friction is
more of a factor with smaller masses.
Sample Data:
Data Table
Time Total Average Final

s Distance Velocity Velocity
fallen m/s m/s
m
0 0 0 0
0.1 0.045 .45 0.90
0.2 0.184 0.92 1.84
0.3 0.40 1.33 2.66
0.4 0.72 1.80 3.60
0.5 1.12 2.25 4.5
8/14/2006
DRAFT
Sample Calculations:
To Calculate Average Velocity
Δd
v av =
Δt
.045 m
v av =
.1 s
v av = .45 m/s
To calculate Final Velocity
v f = 2vav
v f = .90 m/s
8/14/2006
DRAFT
Summing Up:
1. How does the final velocity change with each change in time? Why does this
change occur?
a. Ans: The final speed increases with greater distances dropped (greater
time on this graph). The larger the distance the smaller the increment of
increase becomes, perhaps due to more drag.
2. What is the slope of the final velocity versus time graph? How does it compare to
the acceleration due to gravity?
a. Ans: The calculated slope of the final velocity time graph is 9.0m/s2,
which is roughly a 10% error.
3. How does the calculated acceleration due to gravity for the 100g mass compare to
that of the 200g mass?
a. Ans: To one significant figure the acceleration due to gravity of the
200gram mass and the 100 gram mass will be equal.
8/14/2006
DRAFT
Reaction Time
Demonstration or
Teacher Directed Mini-lab
This activity can be done as a demonstration or as a teacher directed mini-lab.
Description:
A measure of reaction time can be made with a falling meter stick. The observer may
place his/her opened fingers in the shape of a “C” and place his/her arm on a table or
desk so the hand cannot be moved down to follow the meterstick. A second person
positions the ruler inside the “C” formed by the fingers, takes note of the position of
the fingers on the stick, and drops the stick at an arbitrary time. The distance fallen
can be converted to a reaction time using standard kinematics formulas.
Discussion:
This activity can easily be done as a demonstration or a
minilab. If your purpose for doing it is just to discuss
reaction time, you can figure out in advance the time it
takes the meterstick to fall one centimeter, two centimeters,
etc. Then make a chart and the students can read their
reaction time directly off the chart. If you have been
teaching kinematics, have the students use the formula
d =vit + ½at2 to calculate their reaction times from the
number of centimeters the meterstick dropped.
How to present this demonstration:

Have the person who is going to catch the meterstick rest
her elbow on desk or table with her hand held out from the
desk and her fingers open. Talk about the demonstration for
a short while until the student is slightly distracted, then
drop the meter stick. Most students are surprised to find that
there is a measurable reaction time. They feel that they can
stop a car “on a dime”.
Equipment needed for this demonstration:

Meterstick
Calculator
Hints:
Make sure that the observer has his am resting on a desk or some stationary object.
Otherwise, the observer will automatically move her hand down to catch the
meterstick. When doing this with a student, she will tend to have her hand tensed
ready to grab the meter stick. This will not give a true reaction time so wait until the
student’s hand begins to relax.
Based on the AAPT PTRA Manual: Hobbs, Winn, and Senior, Role of Demonstrations in Teaching Physics,
©1999 AAPT
Diagram from Freier and Anderson, A Demonstration Handbook for Physics (AAPT 1996)
DRAFT
Other Ideas:
A variation of this is to use a dollar bill folded lengthwise. Make sure the bill starts
initially between the fingers. If the student is not already tensed, she will not be able
to catch the bill. The teacher can safely bet the student that she can keep the bill if she
catches it.
©1999 AAPT
DRAFT
Reaction Time
Demonstration or
Teacher Directed Mini-lab
Teacher’s Notes
This demo/lab is useful when discussing possible experimental errors in any lab where a stop
watch is used for timing.
A useful discussion can be had about how far a car travels during the time it takes to get
one’s foot on the brake and begin to stop. Many students believe that their reaction is
instantaneous - that they can “stop on a dime”.
In the chart below the minimum stopping distances under emergency conditions are based
on tests made by the Bureau of Public Roads.
Miles per hour Reaction distance Braking Distance Total Stopping
Distance
5 5.5 4 9.5
10 11 8 19
15 16.5 13 29.5
20 22 20 42
25 27.5 28 55.5
30 33 40 73
35 38.5 52 90.5
40 44 72 116
45 49.5 92 14.5
50 55 118 173
55 60.5 148 208.5
60 66 182 248
65 71.5 220 291.5
70 77 266 343
These numbers will vary slightly depending on the car, the driver, and road conditions, but
most of those things will increase the distance not reduce it. It might be useful to ask students
to graph this data to see the trend.
©1999 AAPT

Draft: Chapter 4: Kinematics - Motion in One Dimension Lesson Plans For One Dimensional Motion

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Draft: Chapter 4: Kinematics - Motion in One Dimension Lesson Plans For One Dimensional Motion

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Chapter 4: Kinematics - Motion in One Dimension

Lesson Plans for One Dimensional Motion

An apparatus that is useful in showing the direction of acceleration is the accelerometer

The Physics 500

Activity Distance (m) Time (sec) Average speed

3. What was the fastest event in the class?

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Graphing Student Motion I

Materials: meter stick, stopwatch, level straight racing area.

Diagram by Russel Davison, King High School, Tampa, FL

Graphing Student Motion I

Student arrangement for gathering data.

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Graphing Student Motion II

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Graphing Student Motion II

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Diagram by Russel Davison, King High School, Tampa, FL

Review Sheets for Graphing Motion

Answer the following questions for the

________ a. How far does the object

________ b). During which time interval

________ c) How far does the object

________ d) During which time interval

________ e) What is the position of the object at 35 seconds?

Answer the following questions for the

________ a) What is the velocity

________ b) What is the velocity at 5

________ c) Is the velocity greater

________ d) During which time

________ e) What is the displacement between 4 and 6 seconds?

Answer the following questions for the

________ a) During which time interval

________ b) Is the acceleration greater

________ c) What is the displacement at

________ d) What is the displacement

________ e) What is the acceleration between 15 and 20 seconds?

Answer the following

________ a) At what time was the car stopped?

________ b) What was the greatest velocity the car reached?

________ c) How fast was the car going at 0.3 hr.?

________ e) During which time intervals was the car accelerating?

________ f) What is the acceleration at 0.5 hr.?

________ g) What is the acceleration of the car at 0.9 hr.?

Review Sheets for Graphing Motion

Walk This Way Charades

Walk This Way Charades

Equal Time, Equal Distance

Hints for this demonstration

How to present this demonstration

Equipment needed for this demonstration

Pie Pan Kinematics

Equal Time, Equal Distance

Here are some additional suggestions on how to present the demo:

Have the students describe the sound.

The intervals should be unequal, becoming shorter.

Have the students describe the sound.