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Kinematics Linear Motion
Kinematics Linear Motion
(along a line)
a.k.a. ‘the kinematics of linear motion’
Learning outcomes
• define speed and acceleration, instantaneous and average values
• explain the difference between relevant scalar and vector quantities
• apply Galilean relativity to motions in inertial frames of reference
• present a historical ‘thought experiment’ to illustrate physics thinking
• establish concepts qualitatively (using proportional reasoning) before
introducing quantitative relationships (equations)
• choose contexts for teaching kinematics that motivate student learning
• understand basic algebra and use it to rearrange kinematic equations
• draw and interpret graphs of position, velocity, acceleration
• translate information about uniform motions between words, pictures,
graphs and equations
• begin to develop a strategy for solving quantitative problems
Starting points
Misconceptions:
Heavier objects are commonly thought to fall faster than lighter objects.
Teaching challenges:
• Concepts: Some students fail to grasp the distinction between velocity
and acceleration – to them it’s simply ‘motion’. Acceleration is not
simple idea: it is the rate of change of velocity, and velocity itself is the
rate a change of distance (making acceleration the rate of change of a
rate of change).
• Graphs: Most students have difficulty with drawing and interpreting
graphs representing motion (distinguishing s - t graphs from v - t
graphs; appreciating significance of area under a v - t graph, of
gradients of s - t and v - t graphs).
• Equations: Students need help understanding that some equations
constitute definitions and that other equations apply only when there is
constant acceleration.
Kinematics – describing motion
Object is treated as a particle (a point-like concentration of
matter that has no size, no shape and no internal structure) .
Questions to ask:
• Where is the particle?
• How fast is it moving?
• How rapidly is it speeding up or slowing down?
This is modelling.
Restricted to motion along a line.
Contexts
In pairs:
List other examples of real motion that might be
modelled as a particle moving along a line.
• Include some examples that can motivate students.
Uniform motion
Galileo (1638) Dialogue concerning two new sciences
Definition:
By steady or uniform motion, I mean one in which the
distances traversed by the moving particle during any
equal intervals of time, are themselves equal.
Galileo’s Two new sciences
Axioms
I The distance traversed during a _______ interval of time is greater
than the distance travelled during a _______ interval of time.
III Over the same time interval, the distance traversed at a greater
speed is _______ than the distance traversed at a ______ speed.
s
In symbols, v
t
Other essential ingredients
• a coordinate system
• scalar or vector?
– distance, displacement
– speed, velocity
Measuring distances & times
For class experiments & demonstrations
• metre rules and stopwatches
• ticker timers
• light gates
• sonic (ultrasound) sensor
• video capture
Use the graph to calculate the distance the car travels while it is
slowing down.
Show clearly how you work out your answer.
Finding an average speed
1 If you are not already familiar with ticker timers, first
do the experiment Using the ticker-timer to measure
time
v u
a units: km/h/s, m/s/s or m/s2
t
Walking the graph
Using an ultrasound sensor to generate graphs.
units.
Using equations of motion
A worked example
PhET: http://phet.colorado.edu/simulations/
Video analysis:
Multimedia Motion II, from Cambridge Science Media
Individually:
Decide what you need to do to consolidate any or all of this
material.