Chapter 1: Movement and Position

Alignment with Student Book: pages 3–17

Chapter overview

This chapter covers the basics of movement in physics terms. It outlines key definitions in relation to
motion, the equations of motion, plotting graphs (distance travelled against time, velocity against
time) and using graphs to determine the acceleration and distance travelled.

Students will have come across motion in KS3. This section builds on what they have already learned
by incorporating gradient to find acceleration and area to find distance travelled. The graph skills
required for this section will have been covered in other sciences and in maths but it is worth giving
students the guidelines for drawing graphs in physics as there are some differences between
subjects. Students will be introduced to rearranging equations and are given alternative methods for
rearranging for those who find this maths skill more challenging. It is worth taking this section slowly
as the majority will find equation rearrangement difficult to grasp.

Students will be introduced to two of the uniform acceleration equations. It is assumed that
students will have encountered indices and roots of numbers before embarking upon this chapter.

What to expect

1.1 use the following units: metre/second (m/s), metre/second2 (m/s2), second (s)

1.3 plot and explain distance−time graphs

1.4 know and use the relationship between average speed, distance moved and time taken:
average speed = distance moved/time taken

1.5 practical: investigate the motion of everyday objects such as toy cars or tennis balls

1.6 know and use the relationship between acceleration, change in velocity and time taken:
acceleration = change in velocity/time taken, a = (v − u)/t

1.7 plot and explain velocity–time graphs

1.8 determine acceleration from the gradient of a velocity−time graph

1.9 determine the distance travelled from the area between a velocity−time graph and the time axis

1.10 use the relationship between final speed, initial speed, acceleration and distance moved:
(final speed)2 = (initial speed)2 + (2 × acceleration × distance moved), v2 = u2 + (2 × a × s)

Students will have encountered the majority of this topic in KS3 so it should be relatively
straightforward. The introduction of vectors is easy to grasp but students can sometimes forget to
apply this when answering questions so it is worth highlighting vectors wherever possible in class
conversation. Time should be taken on calculating gradients and rearrangement of equations. This
could be done by working through examples as a class and reinforcing with homework questions.
Students will benefit from gaining experience in finding different variables within the equations of

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uniform motion as they will not be confident with manipulating indices to find a solution. They will
also find identifying v and u correctly in a question tricky. Time spent working on topical questions
will be of significant benefit.

Teaching notes

Start activities

Displacement vs distance demonstration: Ask a student to walk around the classroom. Use yourself
or another student as the starting point. Discuss with the students the difference between
displacement and distance travelled. In good weather, this could be taken outside to the school
track.

Exemplar calculations: Students can be given example calculations with all workings shown that are
incorrect. In pairs, students can work through and correct. This can be a discussion with the class as
to why the calculations are wrong and how they can be corrected.

Graph analysis: Place a number of distance–time graphs or velocity–time graphs on the board and
give students a description of one of the graphs. They have to correctly identify the graph that
represents the situation described. This can be repeated for different scenarios.

Introducing the Galileo bells demonstration: Have four or five students stand in a line with either
balloons or bells (something that will make a noise when struck). Equally space the students. Ask
students what would happen to the sounds if a student walked at a constant speed / ran at a
constant speed / increased their speed / decreased their speed. Ask students how they could adapt
the demonstration to make sure the sounds rang out at regular intervals for a faster object. Leads
into Galileo’s experiment.

Peer marking: Ask students to create a mark scheme for a graph plot and gradient calculation. At the
beginning of the next lesson, students peer mark their graph homework from previous lesson.
Highlights to students the importance of using correct scales and lines of best fit.

Main activities

Speed trap students: Students can calculate their average speed over 10-metre sections of the
100 m and then the 100 m overall. This can be done as a class or group activity. The distances can be
altered to suit the space available. As a class activity, space students with stopwatches 10 m apart.
Select two students to run the 100 m. Timers stop the stopwatch as the runner passes. Students can
calculate average speed over each 10-metre section (subtract previous 10 m, 20 m, 30 m times etc.)
to see which section is the fastest. The average speed across 100 m can then be calculated for each
runner. Students can sketch a distance–time graph of the result and, assuming constant velocity, can
calculate the gradient of the graph for each runner. Comments can be made on the steepness of the
graph, etc.

Worked examples – groups: Split class into groups of three and give each group an example
question. Each student has a copy of all the example questions. Each group comes to the front and
teaches their worked example to the class. Allows for open conversation about units and how to
tackle the more challenging questions.

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Investigating the motion of tennis balls or toy cars practical: Students will measure the height from
the bench to a constant specified point on the ramp (i.e. bottom of the ramp / top of the ramp).
Students will then record the average speed down the ramp by measuring the distance of the trolley
between two points and recording the time taken between the points. Consistency in measurement
is key here to ensure accurate results. Students should always take readings from one end of a car,
i.e. as the front of the car crosses the line. Questioning around why this is important. Opens up for
discussion on accuracy and how to take accurate measurements such as reading instruments in line
of sight.

Practical key word terminology match-up: Provide students with key word cards for practical (i.e.
accuracy, error, anomaly, average) and ask them to match up definitions to words. Students can
then link words in a mind map. Students can formulate an exam-style response that incorporates the
key words matched up.

Distance–time and velocity–time graph using ticker tapes and trolleys: This is a lengthy practical but
it gives a good visual for those who struggle with how the distance covered by a car that is
accelerating will increase in a fixed time interval. It is also good to show the transition between a
distance–time graph and a velocity–time graph. Similar to the activity mentioned on pages 7–8. Set
up the apparatus as shown. Connect the trolley to a ticker tape that is running through a ticker
timer. Allow the trolley to roll freely down the slope (ensure it is steep enough to allow
acceleration). The ticker tape should be cut into sections of ten spaces (count ten spaces and cut
through the dot that closes the tenth space). Each section represents 0.02 seconds (if electricity
supply is 50 Hz). Using distance–time graph axes, students stick down the cut sections in the order
they were cut (smallest spaces first). This shows a distance–time graph including acceleration.
Students can then calculate the velocity of each strip (length/0.02). This can be used to plot a
velocity–time graph on graph paper and the acceleration calculated through the gradient.

Differentiation

For students who are finding the calculations more difficult, using formula triangles is a big help. For
added time in the classroom setting, provide students with example data from the practical sessions
so they can be working through these without the time pressure.

Homework

Plotting graphs for experiments done in class is an effective homework that will reduce time
pressure in the classroom. Analysis can then be consolidated as a starter for the next lesson. This can
be done as a peer marking session.

Suggested questions on pages 15–17 for end of unit homework.

Possible misunderstandings

Students will often confuse the terms speed and velocity. On-the-spot questioning and constant
reiteration of the differences between scalar and vector will support their learning here. In an open
space, a good demonstration to illustrate the difference is to blindfold a student and give directions

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with just the number of steps to try and get them to a pre-determined spot. Repeat but this time
include a direction. It soon becomes apparent to students the importance of including the direction
in some quantities.

For students struggling with calculations, it is worth discussing with the maths department how they
teach rearrangement of equations. This cross-curricular connection and support can benefit weaker
students.

Practicals

Investigating the motion of tennis balls or toy cars practical: toy cars/trolleys/tennis balls, ramp,
ruler, stopwatch, books or stand to alter height, catch tray. Alternative methods: data logger, light
gate and interrupt card; video recorder; stroboscope.

Distance–time and velocity–time graph using ticker tapes and trolleys: ramp, recording tape, ruler,
trolley, power supply, ticker timer.

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