Name:______________________________

Date:__________________
Science starts with observations and capturing what you observe in some
way- words, sketches, numbers, etc.
Analyze the objects motion from the instant just after release to the
instant the object hits the ground
Object

Paper

Pen

Ball

(Just Dropped)

(Tossed Up)

(Just Dropped)

What initiated
motion?
Describe path
taken by object
Moving the
fastest when
Moving the
slowest when
How did the
motion end?
Time to hit the
ground (rank
slowest to
fastest)

Write on the back of this paper or another paper to expand on your

observations.
1

After the end of your group and full group and discussion time, what did you
learn? Write down at least two questions you have- based on curiosities
and/or confusions

KINEMATICS AND MEASUREMENT- PART I

Lesson # 1: Aim: How can I describe motion?
Do Now: How do you describe motion? (Do not use
movement/motion in your definition) What do you need to know to
describe motion?
Motion is

Mechanics is the study of

Galil
eo

Kinematics is

This means using variables, equations, diagrams, and graphs!

Math is the language of nature! And we need to use it a bit in this course!

Example: Observe a car traveling on a table: Describe the motion in your own words.
What physical quantities can be measured to determine characteristics of the motion?

What kind of measuring devices would I need to describe those quantities?

Average Speed is

Average Speed, V

avg

or V

INSTANTANEOUS vs AVERAGE VALUES

Instantaneous Speed, Vn

How are instantaneous quantities different from average quantities?

Example: The reading of the speed on the speedometer is Instantaneous.

Class Practice #1 : An object moves from point 1 to point 2 and covers the 12 cm in 3 sec.
What is the objects average speed? NOTE: Givens are listed using variables and
identified in the sketch

t =0s
1

t =3s
2

d =0 cm
1

d = 12 cm
2

A note on notations and subscripts:

PROBLEM SOLVING GUIDE:ALWAYS GUESSS

G- List all givens/knowns?
U- Identify what you are looking for (the unknown/s)
E- What Equations Apply- AKA WHAT KIND OF PROBLEM IS IT?
S- Solve and Substitute Equations for Unknown/s
S- Dont overstate your precision/certainty of your values (significant
figures)
4

S- Does your answer make sense

Class Practice # 2: What is the objects average speed from point 2 to point 3? How about the
average speed from point 1 to 3 if point 3 is located 45cm from its starting point (point 1) and it
takes 6 seconds to get to point 3? ID important info on that should be listed or sketched

A PRIMER ON BASIC UNITS AND UNIT CONVERSION

FUNDEMENTAL PHYSICAL QUANTITIES
LENGTH

TIME

MASS

SYMBOL
UNIT (SI)
Fundamental vs. Derived Units
The meter, (m), second, (s), and kilogram (kg) are metric fundamental units
All other units are derived from the fundamental units.
EXAMPLE: Speed is length / time = meters/seconds, (m/s) is a derived
unit

SI prefixes
Factor Name Symbol Factor Name Symbol
106

mega

103

kilo

102

hecto

101
PREFIXES
ON FRONT
PAGE OF
YOUR
REFERENC
to
the previous
E TABLES

Refer
practice #3

deka

da

10-1

deci

10-2

centi

10-3

milli

10-6

micro

10-9

nano

class practice problems to answer class

Class Practice #3 How far did the object travel in moving from position 1 to position 3
(d or d3,1)? If the position of 3 relative to position 1 is 45cm and this is accomplished
in 6.0 secs? In cms, meters, feet, and miles

The Factor Label Method of Conversion

In meters:

In feet:

In miles:

Converting between metric system and English system

Helpful conversion factors to memorize
6

EXIT TICKET Learning Assessment:

1. Define Average Speed by writing an equation
2. What is the average speed of an object moving at 7.5 cm/s in cm/hr? in ft/sec?

Intro to Kinematics HW #1 - Unit Conversions Average Speed and

Constant Speed ( Show all work and dont squish it in-use
equations for 2,3, & 4)
1. Convert the following:
Conversion (2.54 cm= 1 inch, 2.2 lb= 1 kg)
a. 860 mm= __________km

b. 35 sec= _________ min= ___________ hr

c. 1500m= ___________ mi

d. 120 lb= ____________ kg

e. 60 ft/sec = _____________ mph

2. At a uniform speed you travel a distance of 72 cm in a time of 12 seconds.

7

What was your average speed in m/s? What could you be if you move this fast?

3. Your speed is uniform at 45 kilometers per hour. What distance did you travel
in 20 minutes in km? What could you be if you move this fast?

4. Your speed is uniform at 36 m/min. How much time would be needed to move
9.0 meters? What could you be if you move this fast?

Do Now: If you are driving at 60 mph and you need to sneeze resulting in
you closing your eyes, how far do you travel with your eyes closed? (in feet)
Note: A Typical single sneeze lasts for 2.9 seconds

Lesson #2 Aim : How do I make careful measurments?

IF SOMETHING CANT BE MEASURED, IT AINT SCIENCE
MEASUREMENTS- A WAY TO PROVE OR DISPROVE THEORIES AND MAKE
THEM SCIENCE, SO YOU NEED TO BE REAL CAREFUL, CHOOSE YOUR
MEASURING DEVICES WELL, AND LEARN HOW TO STATE UNCERTAINTY
THINGS TO BE MINDFUL OF
1. PARALLAX ERROR
To see this type of error- Hold a pencil at arms length and look at it with
one eye closed. Now close the open eye and open the other. Notice
how the pencil appears to shift.
This is an example of parallax error and can cause mistakes in
measurements when reading meter sticks and other equipment
SOLUTION- Close one eye and align your eye directly in front of what you
are measuring
8

2. DONT USE THE END OF A METERSTICK OR RULER AS ZERO UNLESS IT

IS ACTUALLY ZERO
3. MAKE SURE YOUR MEASUING TOOL IS CALIBRATED PROPERLY
4. MAKE SURE THE TOOL YOU CHOOSE IS SUITED FOR THE
MEASUREMENT
5. LEVEL THE DEVICE IF NECESSARY
6. BE CONSISTENT IN YOUR PROCEDURE
7. DO MULTIPLE MEASUREMENTS AND/OR TRIALS
NOTE: Calculation errors and carelessness are not acceptable
errors. You must state specifically the type of error made or
discuss where uncertainty played a role, so never, ever use the
term HUMAN ERROR IN YOUR REPORTS. Example-There was a
0.04s reaction time error when using the stopwatch.
Precision vs. Accuracy for this class
Precision refers to the degree to which further measurements or
calculations show the same or similar results.
Accuracy describes how close a measured value is to the true/accepted
value.
Say the Accepted value was the Bullseye, show
POOR ACCURACY AND POOR PRECISION POOR ACCURACY AND GOOD
PRECISION

GOOD ACCURACY AND GOOD PRECISION

10

Another way to look at Precision and

Accuracy

Reporting Error
Percent Error= Observed- Accepted x 100%
Accepted
Absolute Error=Observed- Accepted

Standard Deviation-Discrete random variable

In the case where X takes random values from a finite data set x1, x2, ..., xN,
11

with each value having the same probability, the standard deviation is

or, using summation notation,

Lesson # 3 Aim: How can I represent motion using position-time

plots
Do Now: If light moves at 186,000 miles per sec and the Earth is 93,000,000 miles away
from the Sun, How long does it take light from the Sun to get to Earth? ANSWER ON
ANOTHER SHEET AND TURN IN!

This data gives you the

position of an ostrich at
various moments in time,
what can you tell me about
the position of the ostrich at
5s, 15s, 25s, etc.?

12

TIME, t (s)

Position, d, (m)

10

10

20

20

30

30

40

30

50

20

60

10

70

13

GRAPHS REVEAL WHAT THE DATA IS TELLING US- GIVES US A STORY

Answer the following questions about the Ostrich

1. Where was she at t=40s?

2. Where was she at t=70s?

3. When did she take a rest? How do you know?

4. Whats her furthest point from where she started?

5. What was her average speed over the first 30s? Over the first 40 s?

6. What was the average speed of the ostrich between t=0s to t=20s?

7. What was the average speed of the ostrich between t=40s and t=70s?

8. Can you calculate when the ostrich will be at 25m? If so, what do you
need to assume and when does it happen?
9. What do you think the significance of the sign of the slope is?

HW #2- ASSIGNMENT: MOTION PLOT STORIES- Write a story that

exactly depicts the motion plot we discussed today. Use values,
units, direction, position, speed, displacement, and velocity

14

DO NOW: If I say my cat is 5.45 kg is she heavy-weight, average, or underweight?

Now, if I report her mass as 5.45 kg in my lab notebook, how is that

different from recording 5450 g, 5.5 kg, or 6 kg? OR DOESNT IT MATTER ?

Lesson # 4 What are significant figures and why are they

important?
Significant figures are

How would you read this? (smallest tick marks are in ml) How many
significant digits would you record?

15

How about these readings? (smallest tick mark is in mm)

Significant Figures Rules

Significant Figures- digits in a number that are known with a
certainty plus the first digit that is uncertain.
1. All nonzero figures are significant. Ex. 112.6 C has 4 significant
figures (the last digit 6 is uncertain)
2. All zeros between nonzero figures are significant.
1008.005 m has 7 significant figs

16

Ex.

3. Place holder zeros (eg zeros to the right of a nonzero figure,

but to the left of an understood decimal point) are not
significant unless indicated to be significant. Ex. 140 s has 2
significant figures and but 600 s has two significant digits (bar above
the one zero indicates that it is significant)
4. Zeros to the right of a decimal point but to the left of a
nonzero figure are not significant.
Ex. 0.0007 m has 1 significant figure (note: the zero before the decimal
point is used to call attention to the decimal point and is never
significant)
5. All zeros to the right of a decimal point and following a
nonzero figure are significant. Ex both 0.7060m and 60.00 cm
have 4 significant figs

ADDITION/SUBTRACTION and MULTIPLICATION/DIVISION RULES

6. Addition and Subtraction Rule- The rightmost significant figure
in a sum or difference will be determined by the leftmost place
at which an uncertain figure occurs in any of the
measurements being added or subtracted.
Ex
13.05 cm
309.2 cm left most place with uncertain value, so answer reported to the
10ths position

3.785 cm
326.035 cm ANSWER= 326.0 cm
7. Multiplication and Division Rule- Product or quotient should
not have more significant figures that the least precise factor.
Ex

3.54cm X 4.8 cm X 0.5421 cm= 9.2113632 cm3

4.8cm is least precise factor and has 2 sig figs, so ANSWER= 9.2 cm 3

17

Significant Figures Classwork/ HW #3

How many significant figures are there in the numbers below?
Sort these numbers using the table below:

2300

5.21

5420

90000

4.050

5406

73.0

0.00007

0.0078

1521

60.06

907.7

18

1 Significant
Figure

2 Significant
Figures

19

3 Significant
Figures

4 Significant
Figures

If I report 7.21 cm in a measurement, my measurement is certain

to _____ of a cm.
If I report 7.211 cm in a measurement, my measurement is certain
to ____ of a cm.
If I report 7.2 cm in a measurement, my measurement is certain to
____ of a cm.
MORE ADVANCED: (NEED TO KNOW FOR LABS)
Use the rules for significant figures to do the following
math operations:
165g + 0.23g + 9.6g +36g= ________________
27.54 s- 3.8 s= ______________
760 cm x 932 mm= __________ cm2 (WARNING:TWO STEP
PROBLEM)
23,000 m2/ 75.62 m= __________ (WARNING:WATCH YOUR
UNITS)

INFORMAL WRITE-UP EXPECTATIONS

ANSWERING QUESTIONS:

Answer questions by using full sentences and record your answers on a separate piece of paper or the
space provided (if there are blanks or boxes for responses) . Do not squeeze it in or place in margins!
All calculations must include equations as well as numbers with units.
Show all work unless stated otherwise (For example, one sample calculation may be asked for)
GRAPHING:

Graphs must always have titles with both axes labeled that include name, variable, and unit.
Graphs can be done by hand on graph paper or you can use excel.
Best-fit curves can be eyeballed or done statistically. A best fit curve may linear or nonlinear.
Data points cannot be ignored unless there is good reason to do so and it is stated.
Never connect the dots - Use a best-fit curve / trendline.
If you find a relationship between data, it is done through your trend line. Example acceleration for a
velocity-time plot is the slope of your trendline and not a slope found via the data points (unless they
are on your trendline)
DATA ANALYSIS:

Analyze data using tables and your trendline. If you show that you have an inverse relationship
between data, then that should be reflected in your answers.
Always think about what you are saying- Does it make sense? Why or why not? Does it agree with
what your graphs and data tables are telling you?
SUBMITTING YOUR WORK:

ALWAYS INCLUDE YOUR NAME AS WELL AS YOUR LAB PARTNERS

You may type or neatly hand-write labs

Submit all work to the in basket and make sure your work has your name on it and is stapled in the
order requested and in an order that makes sense
All labs must be submitted for this course- If you are absent, you are expected to make the work up in
a timely manner
Turn labs in on time or face late penalties (5 points per day late)
If you have any problems, please email or see Ms. P. ASAP
Comments:
If you use work time well, you should be able to finish most lab write-ups in class. However, due to the
number of labs in this course, you should expect to do some of the writing at home
Since all labs need to be submitted, I will drop your lowest lab score for the quarter once all labs have
been submitted.

ASK QUESTIONS AND USE YOUR TIME EFFICIENTLY

LAB #1: Estimation, Measurement, and Unit Conversion

Problem Statement: Given a car that travels at an average speed, how long will it take
to clear a certain width intersection?
First Step- Measure the average speed of your car. Use what you know to select your
measuring tools develop a procedure, record and take measurements, do calculations
(including any conversions, any formula, substitutions with units, and final answer with
units using significant figures) to figure out its average speed. When youre ready, come
on over to an intersection and test your ability to apply your understanding and see
how close you get!
Final Step:
Part I: Reflect on your measurements and what you discovered when testing your
vehicle in the actual intersection and reporting your absolute and relative error. Give
possible explanation for deviations from the accepted values.
Part II: Answer Lab Questions using proper English language conventions and in full
sentences.
1. How many seconds in 5 years?
2. Describe a procedure to measure the thickness of a single page in a text book.
3. Guestimate how many grams your cell phones mass is and then measure? Where
you even close? Why or Why not?
4. How many cell phones would it take to equal your mass? (Please ID your make
and model of phone)
Examples for some elements of report
Equipment List

Measuring tape
Stop watch
Level

Example Data Table:

Trial

Distance Traveled, d (cm)

Time Traveled, t(s)

Do Now: ESTIMATE the mass of the average football player on Rye Necks
team?

Lesson #5 AIM: What is an order of Magnitude and why is it

important to us in lab, on homework, and on tests? How are order
of magnitude and scientific notation related?

An Order of Magnitude is .

Writing Numbers in Scientific Notation

Scientific Notation- Using Powers of 10 in writing a number that
have the form
M x 10n,
where M is a number having a single nonzero figure to the left of
the decimal point and n is a positive or negative exponent.

How to Write a Number in Scientific Notation:

1. Determine M by shifting the decimal point in the number to
the left or to the right so that only one nonzero digit is to the
left of it. M should only contain the significant figures of the
original numbers.
2. Determine n by counting the number of places the decimal
point has been shifted; if it has been moved to the left, n is
positive; if to the right, n is negative.

Ex 1

356000 m has three significant figures. In order to have only one significant
figure to the left of the decimal point, I need to move the decimal point 5
places to the left, so my exponent is ___. So,
356000 m=
Ex 2
0.0000035 m has two significant figures. In order to have one significant
figure to the left of the decimal point, I need to move the decimal point 6
places to the right, so my exponent is ____. So,
0.0000035 m =

Another way of thinking about it:

356000 m has 3 sig figs and is the same as 356 x 1000 m. If I move the
decimal point to have one significant figure to the left of it, then I have 3.56
x 100 x 1000 m= 3.56 x 102 x 103m= 3.56 x 105 m

Classwork/HW #4 Write the following numbers using scientific notation:

1. 2300 l = ______________

2. -4.050 m= ____________

3. 0.0078 kg= _____________

4. 5406 m/s= _______________

5. -73.0 m/s2= ______________

6. 0.00007 s= _____________

7. 125.98 x 10-3 N= ______________

************************************************************
MORE ADVANCED
Calculate the following and put into scientific notation, taking significant figures into
account:

1. (203.7m)(76m)= ___________________

2. 89.67kg + 2.3 kg = _________________

3. 3.45 x 1012 m - 1.6x 1011m= _______________

4. (7.8 x102kg)(6x102m/s)= __________________

5. (4.5 x 1015 kg)(3.34 x 104m)/ (6.7s)2= ________________

Lesson #6 Aim: How is a scalar different from a vector?

Distance vs Displacement and Speed vs Velocity
Do Now: Bekki walks 3 m to the right, 4 m to the left, 5 m to the right, and 2 m to the
left. Where is she located with respect to her starting position?

If Bekki was wearing a pedometer, what would it read?

Distance vs. Displacement

Distance,

Displacement,

(SI Unit is_____)

(SI Unit is ______)

 A note on notation and the symbol, delta.

Scalar vs Vector Quantities
Scalar Quantity-

Vector Quantity-

Returning to our ostrich: What happens if the

ostrich continues on after t=70 secs?

What happened to the ostrich after t=70 secs? What does this negative displacement
mean for our feathered friend?

What is the total distance over the 90 seconds (traveled by the ostrich?

What is the total displacement over the 90 seconds?

Speed* (scalar) vs. Velocity* (vector)
Speed, V, (m/s)

Velocity,

, (m/s)

What is the ostrichs average

speed over the 90 second
motion?

* NOTE- Technically, Were Talking Average Speed and Average Velocity for these definitions unless whatever
is moving is doing so at constant speed or constant velocity in a straight line

What is the ostrichs average

velocity over the 90 second
motion?

Now, what does the slope of the position time plot tell you?

SUMMARY AS AN ASSESSMENT FOR POSITION VS TIME CURVES

A positive position means ___________________________
A negative position means ____________________________
+ Slope (speed) over a time interval means __________________ direction
- Slope (speed) over a time interval means ___________________direction
0 Slope over a time interval means _______________
A large slope for a position vs time graph indicates ____ speed aka _____rate
of motion
A small slope for a position vs time graph indicates _____rate of motion aka
speed.

Classwork/HW#5: Assessment for Learning

1. SKIER QUESTION:

A. Use the diagram to determine the resulting displacement and the distance traveled by the
skier during these three minutes. (Show how you arrived at your answer)

B. Use the diagram to determine the resulting average speed and velocity of the skier in m/s as
she traveled the above path for three minutes. (Show how you arrived at your answer)

2. FOOTBALL COACH PROBLEM

A football coach paces back and forth along the sidelines. The diagram below shows several of
coach's positions at various times. At each marked position, the coach makes a "U-turn" and
moves in the opposite direction. In other words, the coach moves from position A to B to C to D.
What is the coach's resulting displacement and distance of travel? (Show how you arrived at
your answer- NOTE: THE COAHS INITIAL POSITION IS 50m)

Lesson #7: How do I eye ball and identify relationship between two
variables?
DISCUSSION STARTER: Plot your data from the first lab on a position vs
time plot on a piece of graph paper. Title and Label your graph properly!
See your Ostrich Stories and work in these notes.
Critique on Graphs: Are either of these graphs good examples of graphing
data and establishing a relationship between the dependent and
independent variable for a lab report? Why or Why not?
GRAPH A

Lesson #8 Aim: How do I plot data and show relationships

between two variables?

GRAPH B

Graphing Relationships
ID THE PLOTS: DIRECT, INVERSE, INVERSE SQUARED,
NO RELATIONSHIP, SQUARED

_____________

_____________

_____________

_____________

_____________

_____________

Lesson #9 Aim: How do I describe accelerated motion?

Do Now: Use the Position vs Time Plot Below to Answer the Following:

a. Identify the time interval when the cart was moving the fastest. How do you
know? What direction is it moving
b. Identify the time interval when the cart was moving the fastest in a positive
direction. How do you know?
c. Identify the time when the object changed direction. How do you know?

Acceleration is

Instantaneous Acceleration

Units of Acceleration are _____and are derived from ____________

and ________ units

Examples of Accelerated Motion:

Acceleration to the right (+ x direction)

Deceleration as the object is traveling to the right

(+x direction )

How would you describe this?

An accelerating object that is moving to the right (+ x direction)

has an acceleration that is ______ (+ or -) aka an acceleration vector
pointing to the _____________ (left or right)
An decelerating object that is moving to the right (+x direction)
has an acceleration that is _____ (+ or -) aka an acceleration vector
pointing to the ____________ (left or right)

An accelerating object that is moving to the left (- x direction) has

an acceleration that is ______ (+ or -) aka an acceleration vector
pointing to the _____________ (left or right)
An decelerating object that is moving to the left (-x direction) has
an acceleration that is _____ (+ or -) aka an acceleration vector
pointing to the ____________ (left or right)

CLASS PRACTICE: DO ON A SEPARATE SHEET OF PAPER THAT WILL BE COLLECTED

You are running after Road Runner at a constant speed of 7 m/s when you notice a cliff. You
want to slow down so that you can avoid going over the edge and plunging to your death. At
the precise moment you realize this, the edge of the cliff is a mere 3 seconds away at your
current speed.

1. Draw a good physics

diagram of what is
happening- include givens
at specific instants in time.
2. ID the motion as moving in
a line at constant speed or
moving in a line with
constant acceleration.
3. In what direction are you
moving as you slow down
(towards or away from the
cliff)?
4. In what direction is your
velocity as you slow down
(towards or away from the
cliff)?
5. In what direction is your
acceleration
asinyou
on
Is there
a change
theput
objects

Imagine an object that emits a signal at

regular time intervals as the object moves
to the right (+ x direction)

speed? How do you know?

How would you plot its position vs time?

s
(m)

t (s)

Time for some new graphs How would you plot

velocity vs time?
V
(m/s)

How about the plot of

acceleration vs time?

a
(m/s2)

t (s)

t (s)

A PHYSICS REFRESHER:
Instantaneous Velocity is the velocity of an
object at specific time and can be found by
finding the slope of the tangent line to the
position vs. time curve.
Steeper Slope= __________________
(faster/slower) change in position aka
velocity
Shallower Slope= __________________
(faster/slower) change in position aka
velocity

Lets take a break and analyze a nonlinear position time

curve before going further

Q: In what direction is the object moving, how do you know?

Q: What is the sign of the objects instantaneous velocity along the curve (aka the
slopes of the tangents to the curve)?
A _____ (+/-) velocity means that the object is moving to the ________ (right/left)

a
(m/s2 )

V
(m/s)

t (s)

t (s)

Describe the motions if the object is moving to the right and

_________________________
Motion 2:

X X X

Motion 3:

X X X

How would you plots its position vs time?

(m)
s
(m)

t (s)
t (s)
V
(m/s)

How would you plot velocity vs time?

V
(m/s)

t (s)
t (s)

How would the acceleration time plots look for these motions?
a
(m/s2)
a
(m/s2)

t (s)

t (s)

EXIT TICKET: On a small piece of paper

Two new things you learned
Questions you still have? Any Confusions?

Do Now: Describe the motion (direction of motion, velocity,

changes in velocity) as shown in the graph below

A to B: Velocity is _________ and directed to the right

C to D:
At point D:
From D to E:
Lesson #10 Aim: How do I represent accelerated motion
mathematically?
SAY HELLO TO YOUR NEW 5 BEST FRIENDS FOR SOLVING
CONSTANT ACCELERATION PROBLEMS
1.
2.
3.
4.
5.

A BRIEF REVIEW
Velocity is:
How fast you change position expressed in units of m/s
Is a vector quantity
Instantaneous velocity, Vn can be determined by finding the slope of the tangent
to the position-time curve at a particular point in time n
If the rate of change of position is the same, the motion is constant or uniform and
is the slope of the line representing the position as a function of time

Average Velocity can be determined by using:

Acceleration is:

How fast you get fast and expressed in units of m/s2

Can be determined by finding the slope of the velocity-time curve if acceleration is
constant
A vector quantity
Something you can feel
Occurs when you have a change in the magnitude and/or direction of the velocity
FOR 1-D Motion:
o If moving to the right (+), the acceleration vector points right (+) when
gaining speed
o If moving to the right (+), the acceleration vector points left (-) when losing
speed
o If moving to the left (-), the acceleration vector points left (-) when gaining
speed
o If moving to the left (-), the acceleration vector points right (+) when losing
speed

(m/s)COOL ABOUT DISPLACMENT WHEN LOOKING AT A V-t CURVE

SOMETHING

t (s)

When is acceleration constant* in 1-D motion?

as constant
a=0
Moving so that it gains speed @a
constant rate (a=const)
(a=const)

ss
(m)
t

t (s)

t (s)

t (s)

t
V

Moving so it loses speed @ a

constant rate (a= const)

ss
(m)

ss
(m)

*Note: Uniform is the same

WHAT YOU ABSOLUTELY NEED TO KNOW

When given a problem where acceleration is constant, the following is true:
You can use the constant acceleration equations
You can find the instantaneous velocity of the p-t curve by calculating
the slope of the tangent curve at a particular instant of time
You can find the acceleration by calculating the slope of the v-t plot
(we will only be handling cases of constant acceleration here)
You can find the displacement and perhaps distance traveled within a
certain time interval by calculating the area under the v-t plot for that
time interval

YOUR METHOD FOR SOLVING PROBLEMS- ALWAYS GUESSS

G- List all givens/knowns?
U- Identify what you are looking for (the unknown/s)
E- What Equations Apply- AKA WHAT KIND OF PROBLEM IS IT?
S- Solve and Substitute Equations for Unknown/s
S- Dont overstate your precision/certainty of your values (significant
figures)
S- Does your answer make sense
FOR THE PROBLEMS PRESENTED HERE, ASSUME ACCELERATION TO BE CONSTANT IF NOT
STATED
(IN GENERAL, YOU WILL BE TOLD ACCELERATION IS CONSTANT IF THAT IS THE MOTION)

Problem #1: A 2000 Acura Integra GS Coupe begins from rest and
accelerates to 60 mph in 7.9 seconds, what was its acceleration in
m/s2?
http://hypertextbook.com/facts/2001/MeredithBarricella.shtml

Problem #2: A Tour de France cyclist accelerated from 40 km/hr

to 70 km/hr over 10 seconds while descending a hill, what was
his acceleration in m/s2?
http://www.sportsci.org/encyc/cyclingupdown/cyclingupdown.html
http://www.analyticcycling.com/Topics.html

Problem #3: What is the minimum length runway needed to

accommodate airplanes that can accelerate uniformly at 2.7 m/s 2
and must reach a ground velocity of 64 m/s before they can take
off?

Classwork/HW #6 TO BE DONE ON A SEPARATE SHEET OF PAPER

AND SUBMITTED
1. An Indy 500 race cars velocity increases from 4.00 m/s to
36.0 m/s over an interval lasting 4.00 seconds.
A. What was the cars average acceleration
B. How far did the car travel over the 4.0 second time
interval?
2. A golf ball rolls up a hill towards a putt-putt hole. It leaves the
club traveling at
+ 2.0 m/s and experiences an acceleration of -0.50 m/s2. What is
the balls velocity after rolling for 4.0 seconds?
3. Statistically, a person wearing a shoulder harness can survive
a car crash if the acceleration is smaller that -300 m/s 2.
Assuming a constant acceleration, how far could the front end
of the car collapse if the car impacts while going 28.0 m/s and
comes to a complete stop. (The answer is a displacement of
1.31m)
OPTIONAL PROBLEM
From a classs bowling ball lab, the data indicates that someone
rolled the ball so that the balls displacement as a function of time
was as follows:

d (m)= 4.7(m/s)t -0.06 (m/s2)t2

a. What was the initial velocity of the ball in m/s? (give the
magnitude and direction)
b. What was the acceleration of the ball in m/s 2? (give the
magnitude and direction)
c. How far would it roll before coming to rest? Does your
answer make sense to you?
Why or why not?
Aim: How do I establish a problem solving routine that works?

Problem Analysis- RELAX, INTERPRET WHATS IN FRONT OF YOU,

and THINK
(Whats going on? Dont worry about solving and answers yet)
G
Step #1- Identify What Is Given And Assign Variables + Identify
Assumptions
U
Step #2- Identify What Is Being Asked For And Assign Variables
Step #3- Draw The Physical Situation with Labels
E
Step #4-Identify The
Physical Situation In Order To
Suppose you and a pair of life
Select Equation/(s)
Step #5
preservers are floating down a swift
S Solve and Substitute
river, as shown. You wish to get to
Equations for Unknown/s
either of the life preservers for safety.
S Dont overstate your
One is 3 meters downstream from
precision/certainty of your
you and the other is 3 meters
values (significant figures)
upstream from you. Which can you
S Does your answer make
swim to in the shortest time?
sense- Magnitude, Units,
Physicality, Etc.
1. The preserver upstream.
2. The preserver downstream

PRACTICE PROBLEM SOLVING #1

PRACTICE PROBLEM SOLVING #2
A motorist wishes to travel 40 kilometers at an average speed of 40
km/h. During the first 20 kilometers, an average speed of 40 km/h
is maintained. During the next 10 kilometers, however, the motorist
averages only 20 km/h. To drive the last 10 kilometers and average
40 km/h, the motorist must drive
1. 60 km/h. 2. 80 km/h.
light. EXPLAIN!

3. 90 km/hr

PRACTICE PROBLEM SOLVING #3

4. faster than the speed of

An airplane makes a straight back-and-forth round trip, always at the

same airspeed, between two cities. If it encounters a mild steady tailwind
going, and the same steady headwind returning, will the round trip take:
1. more
2. less
3. the same time as with no wind?

EXPLAIN!

PRACTICE PROBLEM SOLVING #4

Tracks A and B are made from pieces of channel iron of the same length.
They are bent identically except for a small dip near the middle of Track
B. When the balls are simultaneously released on both tracks as
indicated, the ball that races to the end of the track first is on
1. Track A.
2. Track B.
3. Both reach the end at the same time.
PRACTICE PROBLEM SOLVING #5

EXPLAIN!

Review of Key Terms and Concepts for Measurement and Kinematics

Term/Concept
With Symbol

1. Fundamental Unit
2. Derived Unit
3. Precision
4. Accuracy
5. Scalar Quantity
6. Vector Quantity
7. Distance, d
8. Displacement, s
9. Average Speed, V

Description in Words (perhaps some examples)

Equation/(s)

Units

10. Average Velocity.

V
11. Average vs.
Instantaneous
WHATEVER
12. Average
Acceleration, a
13. Direct
Relationship
14. Inverse or Indirect
Relationship
15. Trendline or Best
fit Curve
Term/Concept
With Symbol

16. Order of
Magnitude

Description in Words (perhaps some examples) OR GRAPHS

Equation/(s)

Units

17. Significant
Figures-# of Certain
vs. Uncertain Figures
for a Measurement
18. Area Under the Vt Plot
19. Slope of Position
vs time Plot
20. Slope of V-t Plot
21. Kinematic
Equations for Constant
Accelerated Motion

22. Conditions for

No Motion
23. Conditions for
Motion
24. Conditions for
Accelerated Motion

in 1-D
25. Conditions for
Constant Velocity
Motion in 1-D
26. Conditions for
Decelerated Motion
in 1-D
27. Conditions for
Constant Velocity
Motion in 1-D