Motion & Kinematics — Investigation · Physics & Environmental Science, Grade 12
Describe motion with graphs, vectors, and bounded constant-acceleration models.
Motion Graphs from a Gentle Roll
Investigate
Does a ramp motion fit constant acceleration?
Use two dedicated sessions: first define the model, boundary, variables and comparison, then collect suitable records or analyze the complete supplied-data route; second complete calculations/graphs, compare alternatives, revise and prepare the report. Extend collection time where needed. Supplied-data work does not certify supervised laboratory minutes or mandated investigations.
Materials
- Notebook, graph paper, and calculator
- The supplied data table is sufficient for analysis
- Optional household setup described in the method; an adult checks safety
Before you begin
Use only the listed household materials or analyze the supplied data. An adult should review setup. No flames, strong acids/alkalis, unknown chemicals, household mains, radiation sources, or high-speed projectiles are needed. Keep food-study materials separate from eating and wash hands afterward.
Plan a fair test
Measure position versus time while keeping release point, object, and low ramp fixed. Use independent rolls; an adult reviews the gentle setup.
Method
- Write a prediction and the mechanism that supports it.
- Draw the setup or boundary; label axes, quantities, and units.
- Mark a common position origin and release without pushing.
- Record repeated gentle rolls or analyze the supplied position table.
- Graph position against time and time squared; inspect the fitted relation and residuals.
- Record independent repetitions where possible, raw values, and instrument resolution.
- Write a claim citing numerical evidence, a limitation, and a follow-up test.
Example data — for analysis when materials are unavailable
Illustrative teaching data, not measurements from a real district laboratory. Analyze these when materials are unavailable and identify them as provided data. Do not claim to have performed a measurement you did not make.
| Time (s) | Position (m) | Position/t² (m/s²) |
|---|---|---|
| 0.5 | 0.1 | 0.4 |
| 1 | 0.4 | 0.4 |
| 1.5 | 0.9 | 0.4 |
| 2 | 1.6 | 0.4 |
Analyze and explain
- Infer acceleration from x=½at².
- Find velocity at 2 seconds under the model.
- Which observation would challenge constant acceleration?
- Link the pattern to a labeled particle, structure, energy or amount model from the chapter.
- Distinguish supplied illustrative records from measurements actually collected.
- Identify uncertainty and propose a comparison that would test an alternative explanation.
What a strong explanation includes
- A stated prediction, conditions, and controlled variables or explicit model boundary.
- A labeled table/graph with units, calculations, and attention to repeated values or uncertainty.
- A claim citing numerical evidence and a scientifically accurate mechanism.
- A limitation, alternative explanation, and useful follow-up test.
- Preserve initial reasoning and an evidence-supported revision.
- Check units, object/material identity, system boundary and physical assumptions.
Parent / teacher guide: discuss after the investigation
The ratio x/t² is 0.40 m/s², giving a=0.80 m/s² and v=1.60 m/s at 2 s if initial velocity is zero. Timing, inconsistent release, and changing friction can alter this pattern; repeated trials are needed. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.
Compare this model with the learner’s actual evidence. Different measurements can support a different conclusion; check the reasoning and limitations, not matching wording.