Displacement vs. Distance
Average Speed vs. Average Velocity-Chesbro
1.
An objects position, like on a treasure map, can be marked with an x.
2.
There is a difference between how far an object has traveled and its change in position.
a. How far:
1. The di
. Each axis should be labeled with the quantity being measured and the units of measurement. Generally,
the independent variable is plotted on the horizontal (or x) axis and the dependent variable is plotted on
the vertical (or y) axis.
. Each data point
Name
Date Pd
Scientific Methods Measurement and Graphing Lab
Station 1: Pendulum
Problem: Determine the relationship between the length of a pendulum and the time it
takes the pendulum to make one back-and-forth swing.
The time it takes the pendulum to sw
Model this situation completely.
3. A Speeder driving down the road at a constant 20 m/s, passes a patrolman parked on the roadside.
The patrolman waits 3 seconds, then pursues the Speeder, accelerating at a constant 4.0 m/sz. How long
does it take the pa
When considering problem 4, assume that the ball does not experience any change in velocity
while it is on a horizontal portion of the rail.
25
Please represent the motion that would result from the rail configuration indicated by means of a:
A) qualitati
Uniformly Accelerated Particle Model _
Tangents and Slopes of Tangent Lines
Recall that a tangent line touches a curve at just one
point without crossing from one side of the curve to
the other.
1. Draw a line tangent to the circle at the point
indicated
Unit 1: Constant Velocity Particle Model Name
workSheet 1 Date Period
X vs t Graph v vs t Graph Written Description Motion Diagram
Mode|ing Workshop Project 20126/STL Group 1 Unit 1 WS 1, Uniform Motion, v2.0
UNIFORM ACCELERATION MODEL
Assessment Guide Name Period
Learning Students may be given. Students may be asked to.
Expectation:
We are learning.
To understand Written description (e.g. a Draw an x-t or v-t graph for the object.
and describe the story)
Formative Assessment 1 Name Period Date
h
N
O
76
I-
to
>.
~
C
.23
.t'
III
0
D.
._\
O
Clock Reading (sec)
2. Determine the average velocity of the object over the entire time shown in the position vs. time
graph above. Show all wo
Video Analysis Using Tracker (version 4.05)
In this activity, well use high-speed video analysis to measure the acceleration due to gravity for a dropped object. I
suggest you record your work and results in your notebook.
1. Open the Tracker folder on th
HONORS PHYSICS
Name
Uniform Acceleration Mo
Given the following position vs time graphs, sketch the
time and acceleration vs time graphs.
1
1%]
MHS PHYSICS GROUP
Uniform A
Scanne
MSN GK Key
Date Pd~
del: Worksheet 2
corresponding velocity vs
lgaom
Unit 1 TIPERS Name
Constant Velocity Particle Model Date
Period
Ranking Task
)(n1)
>
x (m)
EIIIIIIIlIIIIIIIIII
EIIIBIIIMIIIIIIIIII
EIIIIIIIIIIIIIIIII
IIIHIIHIIIIIIIIIII
IEIIIIIIIIIIIIIII
IlIIIIIIIIIIIII
IIMIIIIIIIIIIIII
IIIHEIIIIIIIIIIII
I'IIEIIIIIIII
X vs t Graph v vs t Graph Written Description Motion Map
Object moves with
constant positive
velocity for 4 seconds.
Then, it stops for 2
seconds and returns to
the initial position in 2
seconds.
Object A starts 10m to
the right of position 0
and moves to
7. A physics student skis down a slope, with a constant acceleration of 2.0 m/s2 for 15 seconds.
a. Make a welllabeled diagram of the situation.
b. Make a well-labeled graphical representation of the situation.
c. List given quantities and quantities to f
Once the data is collected, it is necessary to determine the relationship between the two variables in
the experiment. You will construct a graph (or sometimes a series of graphs) from your data in order to
determine the relationship between the independe
(d) Draw a position vs. time graph showing the motion of the two cars.
xqum)
(c) How does the position vs. time graph show that the cars move in opposite directions?
How does the velocity vs. time graph show that the cars move in opposite directions?
Ho
Name
Date Pd
Uniformly Accelerated Particle Model Worksheet 4:
Quantitative Acceleration Problems
1. A poorly tuned car accelerates from rest to a speed of 28 m/s in 20 s.
a. Make a welllabeled diagram of the situation.
b. Make a welllabeled graphical rep
Model this situation completely by:
(a) Drawing at least three diagrams and/or graphs to represent the situation. (Use the diagrams and
graphs the you nd most useful.)
(b) Determining what quantities it is possible to solve for.
(c) Clearly presenting the
(b) For each CAPM problem you selected, draw at least three diagrams and/or graphs to illustrate the
situation. Choose the diagrams and graphs that you nd most useful.
(c) Using the constant acceleration particle model, solve for any unknown quantities. S
: Whiteboard Problems Constant Acceleration Particle Model
1. A truck traveling at 12m/s (27mi/h) to the West is on a head on collision course with a car
traveling at 10m/s (22mi/h) to the East. When the vehicles are 50m apart, both drivers slam on their
EXPERIMENTAL DESIGN and CONSTANT VELOCITY MODEL Learning Objectives
Learning
Expectation:
We are learning.
Students may be given.
Students may be asked to.
1) To design an
experiment,
collect and
analyze data.
2) To understand
and describe the
motio
Uniformly Accelerated Particle Model
Lab Analysis Guide
Smaller incline Greater incline
Positiontime graph Position-time graph
Velocity-time graphs (on the same axis)
Equation for V-t graph: Equation for V-t graph:
What does the V-t slope mean?
Positionti
3)
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Modeling Workshop Project 2005
25
5|] cfw_cm
Unit III
1. Carefully read the four problems below. Just read them for now.
I. The box on the horizontal, frictionless surface below travels 30m in 10s.
H. The box on the frictionless, inclined ramp below starts from rest and travels 30m in 10s.
A.
H1. The box on
Name
Date Pd
Scientific Methods Measurement and Graphing Lab
Station 2: Cart rolling down a track
Problem: You Will explore how the distance the cart rolls down an inclined ramp affects
the time it blocks a photogate.
Notice the plastic flag sticking up
Experimental Design and Graphical Analysis of Data
A. Designing a controlled experiment
When scientists set up experiments they often attempt to determine how a given variable affects
another variable. This requires the experiment to be designed in such a
Formative Assessment 1 Name Period Date
1. Two objects are moving in the same direction. The speed of one is 5 m/s and the speed of the
other is 10 m/s. When you start observing them, they pass the same location at the same time.
a) Draw motion diagrams f
Whiteboard Problems Constant Acceleration Particle Model
1. A truck traveling at lZm/s (27mi/h) to the West is on a head on collision course with a car
traveling at lOm/s (22mi/h) to the East. When the vehicles are 50m apart, both drivers slam on their
br
Physics Assignment Page 29-40
1. In your own words, what do you think Giancoli is trying to accomplish on pp. 30-32? Are
you comfortable with this material? Why are why you?
a. Giancoli was trying to give us examples of real life situations where accelera
A students mind, especially one in high school, is very susceptible to boredom of
lectures and despises the constant berating of a teacher. After all, students are human and the
human mind has a difficult time concentrating on one idea or, in our case, ph