E-Learning and Teacher Education
MOTION: VELOCITY AND ACCELERATION
This unit is about motion, velocity, acceleration and deceleration, as influenced by
forces of friction and gravitation. It also deals with the importance of controlling
motion and therefore measurement of quantities related to motion.
There are various devices that are used in the measurements, but one of the
unique one used in schools is called a ticker-timer.
Activities
1. The meaning of motion and measurable aspects of motion.

Distance, displacement, speed, velocity and acceleration.
o Give the learners a task to watch a video clipping of a short distance
and a long distance race, the sprint of a Cheater. They listen to the
commentary.
o Learners are guided in discussion to define: Distance, Displacement,
Speed, velocity and Acceleration.

Learners are guided in outlining methods of measuring displacement,
velocity and acceleration (including rulers, feet, tapes, arm length, strides,
heart beats, clocks, hour glasses, etc).
2. Explore moving objects

The learners give many examples of objects in motion. Describe their
motion: whether accelerated, decelerated or constant velocity. Outlining
causes and possible consequences of their motion.
o With constant velocity (e.g. an aircraft in the sky as observed from
the ground….)
o With an acceleration (e.g. a fruit falling from a tree, a vehicle at
take off….)
o With a deceleration (e.g. a vehicle coming to stop)
o Motion of heavenly bodies (the planets, the moon and meteorites.
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
Demonstrate the motion of a trolley with uniform velocity, with
acceleration and with deceleration along a runway.

Discuss how vehicles (e.g. motorcycles, cars, bicycles, trains etc) move from
the beginning to the end of a journey.

Write an essay on ‘the world of moving objects’.
3. Identifying accelerated and uniform motion.
Apparatus
To set up this activity, the following equipment is needed: Trolleys, runways,
ticker-timers, ticker tapes, and rulers.
Procedures

Set up the trolley to move on a horizontal runaway as shown in the figure
below (under the guidance of your teacher). A ticker tape passing through
the ticker timer is attached to the trolley.

Observe and describe how the trolley moves along the runaway.

Suggest how the trolley can be made to move down the runway at a
constant speed.

Ask your teacher to help you produce various tapes for constant velocity and
accelerated motion.
Examine the various tapes obtained
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
Describe the various tapes that show uniform velocity and those showing
accelerated motion.
Tape (take initial part of
Describe in each
the tape to be on the left) case how spacing
Describe the type of motion
represented
between dots varies
A
B
C
D
E
4. Determining velocity from the ticker tape
Learners are guided to answer the following questions:

If the frequency of the ticker timer is f, what is the time interval between
two successive dots?

If frequency of the ticker timer is 50Hz, what is the time interval for the
following cases?
o
From the 1st to the 2nd dot;
o
From the 1st to the 5th dot;
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o

From the 1st to the 100th dot;
The following examples show various tapes each of length 8cm obtained
using a ticker timer of frequency 50Hz.
In each case find the time interval of the tape and the velocity in ms -1.
Tape
Time interval
Velocity
A
B
C
5. Determining acceleration from the ticker tape

Set up the experiment and produce a number of ticker tapes using a trolley
running on an inclined runway.
A
Time for initial interval x or
final interval y, t/s
Initial velocity, u/ms-1
The distance x = 18cm
Final velocity, v/ms-1
The distance y = 30cm
Time to change from average
velocity u to average velocity v,
T/s
Acceleration, a
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B
Time, t
Initial velocity, u
The distance x = 14cm
Final velocity, v
The distance y = 24cm
Time, T
Acceleration, a

Sample ticker tape

Discuss how to choose the interval for the initial and final velocities on the
accelerated tape.

Discuss why the initial dots could be ignored (cut off).

Calculate initial and final velocities on the accelerated tapes.

Discuss how to obtain the time taken to change from initial to final velocity.

Calculate acceleration on the accelerated tapes.
Calculate acceleration for the tapes below, in the steps given. Take frequency f =
50Hz
6. Determining acceleration due to gravity using the ticker timer

Discuss the set up of the experiment.
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
Set up the experiment as shown in the diagram and produce a number of
ticker tapes.

Use the method of finding acceleration (from above) to determine the
acceleration due to gravity.
Time for initial interval x or final interval y,
t/s
Initial velocity, u
Final velocity, v
Time to change from average velocity u to
average velocity v, T/s
Acceleration, a
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Job-related skills
In forming the groups and carrying out the activities ensure that the following are
deliberately achieved.

Personal attributes: - motivation and imagination.

Communication: - Knowing and applying general and specialized vocabulary in
physics.

Team work: - ability to cooperate and share tasks with colleagues.

Problem solving: - goal focused, seek out relevant information, identify
constraints, evaluate alternatives and make decisions/ choices.

Implementation and application: - the ability to carry out complex operations and
follow instructions to achieve accurate results.

Application of numbers: - ability to work with and present numerical data, using
appropriate intermediate calculations.

Information skills: - ability to present evidence to meet the needs of different
audiences using graphs, reports and images.

Innovation: ability to find a way around a given problem or task, or to improve on
the performance of a device.
Review your understanding
ITEM 1
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Tape
Describe in each case
Describe the type of
how spacing between
motion represented
dots varies
A
B
C
D
E

ITEM 2

The following examples show various tapes each of length 8cm got using a
ticker timer of frequency 50Hz.
In each case find the time interval and the time interval of the tape and the
velocity in ms-1.
Tape
Time interval
Velocity
A
B
C
Physics club activities
The following may be done as physics club activities.
1. Situations where it is beneficial to minimise hindrance to motion.

After viewing video clips on racing cars; swimmers; athletics; bicycle races,
guide the learners to:
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o Give examples where it is necessary to achieve very high speed in
motion; maximum speed in the shortest time; optimum speed with
least energy wasted.
o Describe features of the bicycle that make it convenient in use.
o Describe best outfit for a swimmer and a runner who needs maximum
speed possible.
o Describe the best shape of a racing car.
2. Situations of deliberate control of motion:

Hold discussions on :
o Function of accelerators on vehicles.
o Function of brakes on vehicles.
o Function of a parachute.
o Video clip or photo of sky divers/ parachutists.
3. Evolution of aids to movement

Ask the learners to research and write an essay on:
o The history of aids to movement (the wheel and its evolution).
o The functionality of a bicycle.
Present best essays to the class and/or school bulletin board).
4. Dangers of uncontrolled motion

Discuss the dangers of deforestation leading to disasters of landslides and
mud slides and how they can be prevented or reduced.

Give the learners a chance to view video recordings of land of mud slides
(e.g. from National Geographic/or Ugandan television stations).

After watching the video ask the learners to discuss the causes; process;
effects and possible measures to prevent the slides.

Discuss consequences of failing vehicles brakes.
o Ask the learners to site cases of motor accidents they have witnessed
and to discuss possible causes including the failure of brakes.
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o Newspaper clippings on accidents caused by failure of brakes (an
example is the 2009 accidents on Namirembe road in Kampala).

Ask the learners to write a short essay on:
o ‘Motion without control’.
o ‘Causes of traffic accidents’.

Post the best essays on school bulletin board or publish
in magazines.
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