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ACPMuggeo

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Section One

Chapter Two

What Do You See?

Table of Contents

Puddle under flipped orange car. Cars going around bend, and up hill Orange car is flipped upside down Orange car does not have a license plate Driving in the mountains Yellow car is damage Orange Car is damaged Yellow car is on top of flipped over orange car Blue car was moving very quickly Blue car is trying to slow down after moving very quickly Orange hat flew off blue drivers head Blue car driver is leaned backward Blue car is trying to avoid joining the accident Blue car is swerving Blue car back wheels are off the ground Blue car could flip Shattered glass under orange car No guardrail

Section One What Do You See? What do you think? Investigate Method B: Catching a Ruler Comparing Methods of Measuring Reaction Time Reaction Time with Distractions Physics Talks Calculation Reaction Time/Physics Plus What Do You Think Now? Essential Questions Physics to Go Section Two What Do You See? What Do You Think?

What do you think?

Investigate

What factors affect the time you need to react to an emergency situation while driving? Scenery Electronic devices Day dreaming Not paying attention to the road Poor eyesight w.o the aid of glasses or contacts Speed your driving at Physical condition Distractions Driving while intoxicated Distance Time of day Weather/Driving Conditions

What Do You Think Now? Precise Measurements and Olympic Records Essential Questions Physics to Go Section Three What Do You See? What Do You Think? What Do You Think? Investigate Physics Talk Physics to Go Physics Plus

Investigate

What Do You Think Now?

1a. Estimate how long it takes to move your foot between the imaginary pedals. Record your estimate. (A way in which to estimate time is to count "one one-thousand, two onethousand, three one-thousand.") Try counting like this until you reach "ten one-thousand; while your partner uses a stopwatch or clock to measure 10 seconds. Slow or quicken your counting pace so that is comes close to ten seconds when you finish counting "ten onethousand." If the time to move your foot from one pedal to the other is less then one second you can estimate how much time elapsed by how far you got in your counting of one one-thousand [for example, one (1/4s) one- (1/4s) thou- (1/4s) sand (1/4s.)]

Section Four What Do You See? What Do You Think? Investigate Physics Talk - Review Notes Physics To Go Section Five Learning Outcomes

Phoebe:

What Do You See?

.394 seconds

What Do You Think? Investigate

2a. Estimate how long it took you to react to the sound of the clap. Record your estimate. Your partner can begin counting "one one-thousand" as soon as he or she claps.

What Do You Think Now? Essential Questions

Phoebe:

Physics To Go

.358 seconds

Section Six

Method A: Starting and Stopping Stopwatches 1. Obtain two stopwatches. One student starts both stopwatches at the same time, and gives one stopwatch to his/her lab partner. When the first student stops his/her stopwatch, the lab partner stops their stopwatch, too. The difference between the times on each stopwatch is the reaction time. 1a. Reaction Trial 1 - .42 seconds 1b.

Learning Outcomes What Do You See? What Do You Think? Investigate Part B: Yellow-Light Questions Essential Questions Physics to Go What Do You See? What Do You Think?

Average Reaction - .45 seconds

Equations from Internet Investigate

Method B: Catching a Ruler

Physics To Go

1. Obtain a metric ruler. Hold the metric ruler at the top, between thumb and index finger, with the zero centimeter at the bottom. Your lab partner balances his/her thumb and index finger at the lower end of the ruler, but does not touch it. Drop the ruler. Your partner must stop the ruler from falling by catching it between his/her thumb and index finger. 1a. Initial Distance - 10 cm 1b. Average Distance - 12.3 cm 1c. Reaction Time - 0.16

Comparing Methods of Measuring Reaction Time 1. Compare your group's average reaction time measurements with the average reaction-time measurements of other groups using the other method. 1a. Explain why they were not all the same. Each person has their own personal reaction time to a situation, no to reaction times will be exactly the same. 1b. Which method do you think most accurately measures reaction time? Explain why. I think that Method A most accurately measures reaction time. It shows you, down to the exact millisecond what the persons reaction time is.

2. Compare your reaction time measurements with those of your group and other groups that used the same method. 2a. Record the results for the fastest, slowest and average reaction times. Fastest - .167 seconds (Giorgi) Slowest - .45 seconds (Phoebe) Average - .265 seconds (Average between 6 people) 2b. Do you think reaction times vary for people of the same age? Discuss this with your group and then record your answer.

Reaction Time with Distractions 1a. How does your reaction time with needing to make a decision compare to your reaction time without needing to make a decision? Without needing to make a decision you have more time to focus on catching the ruler, now with decisions, you have to know if it is acceptable to catch the ruler, or to let it fall on the ground. 2. Suppose you are talking on a cell phone or changing a CD while driving. How do these distractions affect your reaction time? To find out repeat the ruler drop with one hand, while at the same time do one of the follwoing pretend to change a CD with your other hand Simulate dialing a phone number by entering the phone number on your calculator 2a. Compare your average reaction time with the distraction to your average reaction time without the distraction. Without Distraction - .16 seconds With Distraction - .17 seconds 2b. Activites that could distract you texting changing a CD talking on the phone putting on makeup changing a tie driving with your foot shaving preparing for a work meeting disciplining your kids listening to music

Physics Talks 1. How do distractions affect reaction time? They cause the driver to no have their full attention on the road ahead. 2. Why is driving under the influence of alcohol or drugs illegal? Under the influence of alchol or drugs has a negative reaction on your ability to stay focused on the road. Name three factors in addition to distractions and drugs or alcohol that can affect reaction time. texting not watching the road/having mind on something else not being able to see road

Calculation Reaction Time/Physics Plus 1a.

1b.

3. Use the equation to construct a reaction time with the distance measurements converted to time. You can now read response times directly on the ruler.

What Do You Think Now? What factors affect the time you need to react to an emergency situation while driving? Under the influence Telephones Poor eyesight

Essential Questions What is reaction time? Reaction time is the length of time that it takes a person to react to a situation with out prior knowledge of the situation. Examples 1. Driving and getting into a car accident, being able to move your foot from the pedal to the break in a moments notice. 2. Catching an object, but don't know when its being dropped. How did you measure reaction time in this section? What was the range of reaction times obtained by other students in your class? Measured reaction time using rulers and stopwatches. What relevance does reaction time have to driving safely? Being able to stop in case of an emergency.

Physics to Go 1. Test the reaction time of some of your friends and family with the metric ruler by following Method B in the Investigate. Obtain results from at least three people of various ages.

4. Does a race car driver need a faster reaction time then someone driving in a school zone? Explain your answer giving examples of the dangers each drivers encounters. Both drivers need to have good reaction times. For a race car driver anything can happen, if a car crashes into the side of the track, it catch on fire. Without a fast reaction, the drivers could have multiple crashes, which could lead to death. But with a fast reaction, drives could swerve, or break before crashing into the wall or another car. For a driver in a school zone, they too need to have a fast reaction time. If a kid crosses the road without the driver noticing, the drivers reaction time will have an impact on if they hit the kid, and how hard. 5. What does alcohol, changed radio stations, or talking on a cell phone do to your reaction time? Alcohol, changed radio stations, or talking/texting on a phone, are all distractions that can raise your reaction time. 6.What are the consequences of driving if one's reaction time is slow rather than quick? Accidents. Death. 7. Even though teenagers often have good reaction times, why is auto insurance more expensive for teenage divers than it is for older, more experienced drivers? Teenagers are still new to driving and aren't used to the pressures of having to use the break in a case of emergency. 8. Apply what you learned from this section to describe how knowing your own reaction time can help you be a safer driver. You will use this information to meet the Chapter Challenge. Knowing my reaction time will help me be a safer driver. It lets me know how long it will take for me to react in case of an emergency.

Section Two What Do You See? all rooms are odd numbers there is a sign that says physics there are two cats, one behind the stairs and one peaking out from behind the 107 door there are four people there is a difference in age between people the measuring tape is across the three doors the walls have cracks in them the bottom of the walls are a different colour green then the top, water damage? the one boy is on his knee looking at the tape and writing on a clipboard there is a little girl who appears to be happy there is a pencil and notebook on the floor the eldest boy has really bad matching issues the door frame for room 103 is different colour from the other rooms there seems to be a keyhole on the 103 door and not the others there are lights on the ceiling above the people seems like the boy is taping the measure of peoples gait in an apartment building there are stairs that lead up wards but not down, suggesting that they are on the ground floor Mix of races genders and ages

What Do You Think? Two students measure the length of the same object. One reports a length of 3m the other reports a length of 10m. Has one of them made a mistake? Yes, the difference between the two students measurements is much to vast to have one of them be off by just a little bit. If the students reported measurements of 3m and 3.01m, do you think one of them has made a mistake? No, the difference is of one tenth of a meter, the one person might have just started their measurements after the other.

Investigate 2. Each group will have a member pace off the distance. That is, count the number of strides it takes you to cover the marked-off distance. 2a. Record the number of strides 31 steps 3. Have a group member measure the length of your stride using a meter stick. By finding the length of your stride, you are making a calibration or scale for a measuring instrument. 3a. Record your measurement 64cm 4. Use the number of strides you took in Step 2 and the length of your stride to compute the distance in meters. 4a. 19.82m 5. List the results of the measurements made by all the groups on the board. 5a. Do all the measurements agree? By how much do the results vary? No, not all the measurements are the same. The difference between the largest distance (1982cm) and the smallest distance (1116cm) is 866cm. 5b. Why do you think there are differences among the measurements made by different groups? List as many reasons for the differences in measurements as you can. Peoples hight Length of legs How quickly they walk Size of feet 5c. Suggest a way of improving your measurements. If all groups try your method, how will the range of measurements change in time? 6. Measure the selected distance with a single meter stick. You will have to move the meter stick over and over. 6a. 22meters 26inches 6a. 2226cm 7. List the results of the measurements made by all the groups on the board. 7a. Do all the measurements agree? By how much do the results vary? No they don't all agree. The results vary from anywhere between 2cm to over 100 cm difference. 7b. Why do you think there are differences among the measurements made by different groups? List as many reasons for the differences in measurements as you can. Different way of looking at tape measure Different way of read a tape measure Different starting points Different end points 7c. Suggest a way of improving If all groups try your method, how with the range of measurements be this time? Start at exactly the same point, the measurements will then be closer in number than if each group started at different points. 7d. What do you think would happen if each group were give a very long tape measure? List possible values the different teams may get. Do you think each group would get the exact same value? It is possible that each group will receive the exact same measurements, but both will groups will either do the experiment correctly or make the same mistake. 7e. Can you develop a system that will produce measurements, all of which agree exactly or will there always be some difference in measurements. Justify your answers. No, human error, the tool will never lie, but humans make mistakes. 8. A difference in measurement close to a certain accepted value is called an error. Physicists identify two kinds of errors in measurement. An error that can be corrected by calculation is called a systematic error. For example, if you measured the length of an object starting at the 1cm mark on a ruler instead of at the end of the ruler you could correct your measurement by subtracting 1cm from the final reading on the ruler. An error that cannot be corrected by calculation is called an random error. no measure is perfect. When you measure something, you make an approximation close to a certain accepted value. Random errors exist in any measurement. But you can estimate the amount of uncertainty in measurements that random errors introduce. Scientists provide an estimate of the size of the random errors in their data. 8a. When measuring the hallway or class did you have any systematic errors? Yes 8b. Estimate the size of your random errors using each technique. About 10cm 9. Sometimes a precise measurement is not needed. A good estimate will do. What is a good estimate? Use your common sense and prior knowledge to judge if the following measurements are reasonable. Explain your answers. 9a. A college football player has a mass of 100kg (weighing about 220 pounds.) Reasonable, considering muscle mass. 9b. A high school basketball player is 4m (13ft) tall. No, no person in the world is 13ft tall. 9c. Your teacher works 1440 min every day. No, most teachers do not work 24 hours a day. 9d. A poodle has a mas of 60kg (about 132 pounds.) No poodles are very small dogs. 9e. Your classroom has a volume of 150m^3 (about 5300 ft^3) No, many houses alone are 5300 ft^3. 9f. The distance across the school grounds is 1km (About 0.6 mi) Reasonable, but depends on how large of a school or campus there is. A college yes, but an elementary school or a preschool is probably less then 1km. 9h. While driving your pickup truck on a rural road, you approach a narrow bridge and see you will reach it as the same time as a dump truck that is coming from the opposite direction. What must you estimate in order to decide whether to stop and wait for the dump truck to cross the bridge first, or to go ahead and squeeze by the dump truck while on the bridge? 9i. You are driving a motor home with bicycles standing upright in a bike rack mounted on the roof. A sign before the entrance to a tunnel states that the maximum hight is 21ft. Will your automobile make it safely through the tunnel? There is not enough information to come up with a clear answer. How tall is the motor home? Are they little kid bikes or full sized adult bikes?

What Do You Think Now? Two students measure the length of the same object. One reports a length of 3m, the other reports a length of 10m. Has one of them made a mistake? One of the students made a mistake, based on random error. If the students reported a measurement of 3m and 3.01m, do you think one of them has made a mistake? No, every measurement is off a little bit, a person could have rounded.

Precise Measurements and Olympic Records 1. What is the range of lengths for 50m pools that have an uncertanty of +-10cm? 50m +-10cm 49.9m -> 50.1m Range- 20cm 50m +-1cm 49.99m -> 50.01m Range- .02m 50m +-1mm 49.999m -> 50.001m Range 2. How much extra time does it take to swim 50.01m than 49.99m? Assume a good swimmer can swim 50m in 25s. Speed = Distance/Time ----> Time = Distance/Speed Speed = 50m/25sec Time = 2cm/2mps --------> Time = .02m/2mps Speed = 2m/1sec Time = .01 sec 3. Estimate how long it takes to swim 60cm. Assume a good time for the 1500-m race is 15min. Speed = Distance/Time ----> Time = Distance/Speed Speed = 1500m/900sec Time = 60cm/1.67mps -------> Time = .6/1.67mps Speed = 1.67m/1sec Time = .36 sec 4. In watching the Olympic games you hear that someone just broke the recored for the 1500m swim by 1/1000 of a second. Explain how this person may actually be slower than the previous recored holder. Yes, its possible based on measurements. 5. Write a letter to the Olympic commission addressing this issue. Include in your letter a solution to this problem that you have discovered. Including calculations of what would happen if the pools were built with an accuracy of 0.5 cm or 1 mm would make your letter more persuasive. You may also want to include something about the additional cost of making a 50-m pool this much more accurate.

Essential Questions Suppose your friend mistakes a yardstick for a meter stick and measures the length of an intersection in your neighborhood. Is this error random or systematic? Which of these types of errors affect precision or accuracy? Systematic, fix by calculation-accuracy Suppose you want to buy some gold jewelry. The jeweler tells you that the jewelry contains exactly 1 oz of gold. How do you know that the jeweler cannot be sure that it is exactly 1 oz? No, how good is the scale, how could you possibly know? You cant be sure All physics knowledge is based on experimentation. All experiments require measurements. How can you trust experiments if all measurements have uncertainties? You have to trust them, they are the tools used for experiments. What are the consequences of not estimating stopping distances accurately, or the width of a space between your vehicle and other vehicles while driving? Crashes, death

Physics to Go 1. Get a meter stick and centimeter ruler. Find the length of five different-sized objects, such as a door, a tabletop, a large book, a pencil, and a stamp. a) Which measuring tool is best for measuring each object? b) Estimate the uncertainty in each measurement. 2. Count the number of strides it takes to walk around your classroom and estimate the length of each stride. Calculate the size of the room by multiplying the number of strides taken by the estimated length of each stride. Estimate your accuracy. Then check your accuracy with a meter stick. Strides: 11 steps length 15 steps width Total Strides around the room 346 strides Strides X cm 22144cm Meter stick 1777.6 cm length 2681.6 cm width Total cm around the room 4459cm 3. Give an estimated value of something that you and your friend would agree on. Then, give an estimated value of something that you and your friend would not agree on. Calculator 1.5 lb Backpack Me - 15lbs Friend - 12lbs 4. An oil tanker is said to hold five million barrels of oil. In your estimate, how accurate is the measurement? Suppose each barrel of oil is worth $100. What is the possible uncertainty in value of the oil tanker’s oil?

5. Choose five food products. How accurate are the measurements on labels? Bag of Rice - Not Accurate Loaf of Bread - Accurate Cereal - Not Accurate Ice Cream - Accurate Butter - Accurate 6. Are the following estimates reasonable? Explain your answers. a) A 2-L bottle of soft drink is enough to serve 12 people at a meeting. No b) A mid-sized automobile with a full tank of gas can travel from Boston to New York City without having to refuel. Yes 7. If you are off by 1 m in measuring the width of a room, is that as much as an error as being off by 1 m in measuring the distance between your home and your school? No, because the distance of 1 meter is the same. 8. You are driving on a highway that posts a 65 mi/h (105 km/h) speed limit. The speedometer is accurate within 5 mi/h (8 km/h). a) What speed should you drive as shown on the speedometer to guarantee that you will not exceed the speed limit? 60mi/h b) What could a passenger in the vehicle do while you are driving to estimate how accurate the speedometer is? (Hint: The road has mile markers, and the passenger has a wristwatch that shows seconds.) Count the amount of time it takes to drive one mile. 9. Many accidents are caused by speeding. To limit the number of collisions, police officers give speeding tickets to drivers. If the speed limit were 30 mi/h (50 km/h) in a residential neighborhood, a person may get a ticket for driving at 40 mi/h (65 km/h). Legally, they could also get a ticket for traveling at 31 mi/h (51 km/h). Given the uncertainties in measurements (the driver has to keep the gas pedal “just right”), you may wish to mention how these uncertainties are a part of safe driving. You may wish to explain why driving 31 mi/h in a 30 mi/h zone does or does not warrant a ticket. If you do not think that 31 mi/h deserves a ticket, you will need to explain what speed should get a ticket and why. Honestly driviving 31 in a 30 truly is not bad. It is hard to keep the pedal at exactly 30mph all the time, one mph over the speed limit is not as bad as driving 45 in a 30.

Section Three What Do You See? What Do You Think? 5 cars driving on the road Very scenic route, lake and mountains smoke coming out of all the tailpipes theres a sailboat on the lake two of the cars are convertibles two are vans in the blue car there is a child in the back seat in the red coup there is a man in the back seat in the yellow car there is a dog in the seat with the driver in the brown car there are three kids in the back seat red car is stuck between yellow and blue car there is a rabbit on the side of the road there is a yellow mile marker either the sun is coming up or going down there isn't any wind there is no back doors in the brown car cars are going fast cars in back are more evenly spaced than the cars on the front rabbit distracted the lady in the blue car

What Do You Think? What is a safe following distance between your automobile and the vehicle in front of you? 10 feet behind the car for every 10 mph your traveling How do you decide what a safe following distance is? Use a sign/tree/other object on the side of the road

Investigate 1a. Make a sketch of the diagram in your log.

(30 mi/h) 2. Think about the difference between the motion of an automobile traveling at 30mi/h and one traveling at 45mi/h. 2a. Draw a sketch of a strobe photo, similar to the one above of an automobile traveling at 45mi/h

(45 mi/h) 2b. Is the automobile the same distance apart between successive photos? Where your images father apart or closer together than they were at 30 mi/h? How far does each car go in one minute? 2c. Draw a sketch of an automobile traveling at 60 mi/h Describe how you decided how far apart to place the automobiles.

I used the tab button once for for 30mph twice for 45 mph and 3 times for 60mph. 3a. In which diagram is the automobile traveling the slowest? In which diagram is the automobile traveling the fastest? Explain how you make your choice? C - Fastest A. Slowest 3b. Is each automobile traveling at a constant speed? How can you tell? Yes, there all equal distances apart. 4a. Sketch the graph of a person walking toward the motion detector at a normal steady speed

4b. Sketch the graph of a person walking away from the motion detector at a normal speed. This calculation gives you your average speed in meters per second (m/s).

4c. Sketch the graph of a person walking away from the motion detector then toward it at a very slow speed.

4d. Sketch the graph of a person walking in both directions at a fast speed.

4e. Describe the similarities and differences among the graphs. Explain how the direction and speed that the person walked contributed to these similarities and differences While walking at a steady speed the graph increases and decreases at a steady speed. WHile walking at an extreme speed, fast or slow, the graph raises, levels out, then drops. 5. Predict what the graph will look like if you walk toward the motion detector at a slow speed and away from it at a fast speed. 5a. Sketch a graph of your prediction.

5b. Test your prediction. How accurate was your prediction? Accurate 6. Do two more trials using the motion detector. In trial 1, walk slowly away from the detector. In trial 2, walk quickly away from the detector. 6a. Sketch the lines from the two trials on the same labeled axes. Be sure to record the endpoints for each line.

6b. Suppose someone forgot to label the two lines. How can you determine which graph goes with which line? The line that has a more drastic change is the line that shows the person who is moving fast. 7. In physics, the total distance traveled by an object during a given time is the average speed of the object. 7a. From your graph, determine the total distance you walked in the most recent trial. d=2[2*7/980] d=.028 cm 7b. How long did it take you to walk each distance? 7 seconds 7c. Divide the distance you walked (your change in position) (d) by the time it took for the most recent trial (t). 25 cm 7d. How could you go about predicting your position after walking for twice the time in trial 2? When you extrapolate data, you make an assumption about the walker. What is the assumption? (Extrapolate means to estimate a value outside the known data points.) 8. An automobile is traveling at 60 ft/s (about 40 mi/h or 65 km/h). 8a. If the reaction time is 0.5 s, how far does the automobile travel in this time? 30feet 8b. How much farther will the automobile travel if the driver is distracted by talking on a cell phone or unwrapping a sandwich, so that the reaction time increases to 1.5 s? 90feet 8c. Answer the questions in Steps 8.a) and 8.b) for an automobile moving at 50 ft/s (about 35 mi/h or 56 km/h). a. 20 ft b. 30 ft 8d. Repeat the calculation for Step 8.c) for 70 ft/s (about 48 mi/h or 77 km/h). 40 ft. 100 ft. 8e. Imagine a driver in an automobile in traffic moving at 40 ft/s (about 28 mi/h or 45 km/h). The driver ahead has collided with another vehicle and has stopped suddenly. How far behind the preceding automobile should a driver be to avoid hitting it, if the reaction time is 0.5 s? 30 ft 8f. An automobile is traveling at 60 ft/s (about 40 mi/h or 65 km/h). How many automobile lengths does it travel per second? A typical automobile is 15 ft (about 5 m long). 900ft

Physics Talk Physics Words Speed - the distance traveled per unit time; speed is a scalar quantity, it has no direction Constant speed - speed that does not change over a period of time Average Speed - the total distance traveled divided by the time it took to travel that distance Vavg = V = distance/time = Δd/Δt = Df - Di / Tf - Ti V = distance/time Time = distance/V Distance = Vt (Miles / Hr) (Hr / 1)

Physics to Go 1. Describe the motion of each automobile below. The diagrams of strobe photos were taken every 3 s (seconds). 1a. Constant steady pace 1b. Constant pace break constant pace 2. Sketch diagrams of strobe photos of the following: 2a. An automobile starting from rest and reaching a final constant speed.

2b. An automobile traveling at a constant speed then coming to a stop.

3. A race car driver travels at 350 ft/s (that’s almost 250 mi/h) for 20 s. How far has the driver traveled during this time? 350(20) = 7000ft/s 4. A salesperson drives the 215 mi from New York City to Washington, DC, in 4.5 h. 4a. What was her average speed? v=d/t v= 215/4.5 v= 48mph 4b. Do you know how fast she was going when she passed through Baltimore? Explain your answer. You cant know, what if she was stopped in Baltimore. 5. If you planned to bike to a park that was five miles away, what average speed would you have to maintain to arrive in about 15 min? (Hint: To compute your speed in miles per hour, consider this: What fraction of an hour is 15 min?) v=d/t v=5/15 v=3mph 6a. Starting up and rising to a constant speed 6b. Speeding up really quickly drive at a constant speed then gradually declining 6c. Slow then speeding up fast 6d. Gradually speeding up 7a. .16 ( 25m/s) = 4 seconds 7b. .16 (16m/s) = 2.56 seconds 7c. .32 (25m/s) = 8 seconds 8a. Because that is the amount of time that a person needs to use for a reaction time. Anything less could cause an accident. 8b. Yes but there are more cars 9a. 100(1/3) = 33ft 9b. yes 10a. (88) (.5) = 44ft 10b. almost 3 10c. (44) (.5) = 22ft 10d. (132) (.5) = 66ft 10e. 88ft/s 44ft/s 132ft/s 11a. 60miles/hour reaction time = .25 seconds 60miles/hr X 5280/1mile (60) (5280) /3600 = 88ft/s a) 88f/s (.25) = 22ft b) 88f/s (.50) = 44ft c) 88f/s (.75) = 66f/s

Physics Plus (i did the work when the night it was assigned but the pictures wouldn't upload which is why the history log says they were uploaded during class) 1. Draw a distance versus time graph for both situations described above (the 80mi and 100 mi trip).

1a. 80 Mile trip

1b.100 Mile Trip

1b. Work: 2. Draw a strobe sketch for both situations described above (the 80 mi trip and the 100 mi trip)

2a. 80 Strobe

2b. 100 Strobe 3. Suppose someone travels 50 mi at 50mi/h then travels 50 mi at 25 mi/h then travels at 50 mi at 10 mi. 3a. around 50mph

3b.

What Do You Think Now? What is a safe following distance between your automobile and the vehicle in front of you? 1 car length for every mph your traveling 20mph = 2 car lengths 50mph = 5 car lengths How do you decide what a safe following distance is?

Section Four What Do You See? 4 people 2 animals 1 person appears to be homeless, and walks with a cane Two brick buildings The building labeled "garbage" is surrounded by garbage Tattered looking building The stoplight facing the cars is green There are mountains and water n the back of the buildings The red car appears to be speeding The red cars front wheels are off the round The yellow car is driving at a normal speed There is a red fire hydrant on the sidewalk The boy and the dog who is crossing the street didn't see the light move and rushed out of the way Man in the red cars hat came off There are cement windows on the side of one of the buildings No crosswalks

What Do You Think? An automobile and a bus are stopped at a traffic light. What are some differences and similarities of the motion of these two vehicles as each goes from a stop to the speed limit of 30m/h? It will take a car less amount of time to go from completely stop to 30m/h then the bus, because the bus is heavier. They are both moving forward They are both accelerating Both have the same ending velocity Its going to take longer for the bus to get to 30

Investigate 1. Set a motion detector at the top of a ramp along with a cart. Before collecting the data, you will make several predictions 1a.Predict how the distance the cart travels will change with respect to time. Will it go the first half of the distance in the same amount of time as the last half of the distance?

1b. Identify which graph corresponds to which motion. ii. Faster in the end iii.Faster in the beginning iiii. Constant speed iiiii. Doesn't move 1c. Predict the cart and collect the distance time data. You may need to try this several times to make sure the motion detector collects consistent results.

2. Release the cart and collect the distance time data. 2a. Sketch the d-t graph from the computer in your log. 2b. Compare your predictions in Step 1c. to what really happened. Explain any differences you find. None - they were exactly the same. 2c. Place a ruler so that it intersects the curve at points to the right and left of the point. Slide the ruler so that it finally intersects the curve at a single point. It is now a tangent line. Draw the line and measure the slope. ii. Yes iii. Yes iiii. no 2d. Returning to your distance time graph what happens to the slope of the d-t graph as time increases? What does this tell you about the velocity? Velocity increases as time goes on. 2e. Predict what you think a velocity time graph will look like for the cart moving down the incline. Sketch it in your log along with an explanation. 3. Replace the cart at the top of the ramp. Release the cart and collect velocity-time data.

3a. 3b. Compare your predictions to what really happened. Explain any differences you find. Why does the graph start at 0,0? The graph starts a 0 because when the car is stopped it has no velocity, therefore it can't move from 0. 3c. As time increases, what happens to the slope of the v-t graph? Why does this happen? The slope rises at a steady pace, the slope is the same at all points. 3d. The slope of the v-t graph is the acceleration of the cart. What happens to the acceleration of the cart as it travels down the ramp? Decreases 3e. Use pairs of data points from your graph to calculate the acceleration. slope = delta (V) / delta (T) = Vf - Vi / Tf - Ti = .50ms-.35ms / 1.6s - 1.35 = .15ms / .25s = .6ms^2 4. Prepare to run another trial. 4a. What do you think the d-t graph will look like? Sketch it in your log.

The graphs starts at the top and curves down as it moves because it moves closer to the sensor instead of away from it. 4b. What do you think the v-t graph will look like? Sketch it in your log.

Moves at a constant speed towards the sensor. 5. Give the cart a push and collect the data. Be sure to stop the cart on the way up. 5a. Sketch both the d-t and v-t graphs

5b. Compare your predictions. Explain any differences you find. D-T : V-T; Stayed the same. 5c. What happens to the slope of the d-t graph 5d. What happens to the slope of the v-t graph? Why does this happen? 5e. Use pairs of data points from your graph to calculate the acceleration. 6.Prepare to run another trial. 6a. What do you think the d-t graph will look like? Sketch it in your log.

6b. What do you think the v-t graph will look like? Sketch it in your log.

7. Give the cart a push and collect the data. 7a. Sketch both the d-t and v0t graphs from the calculator or computer. Use the "TRACE" functioin to label three to four data points along each line.

7b. Compare your predictions to what really happened. Explain any differences you find. Actually our predictions matched the graphs exactly. 7c. What happens to the slope of the d-t graph? Why does this happen? Slope rises positively getting father away from monitor. 7d. What happens to the slope of the v0t graph? Why does this happen? Slope falls negatively getting farther away from monitor, getting slower. 7e. Use pairs of data points from your graph to calculate the acceleration. 8. Describe graphs ii. increasing speed at the end ; at the top iii. increasing speed in the beginning ; at the top iiii. constantly getting closer ; at the top of the line iiiii. constantly getting closer ; car at bottom motion sensor at top 9. Take a closer look at the acceleration in a straight line. 9a. Record in your log where he acceleration information is located on the automobile table. Cant see the end of the chapter...only up to page 71.t 11. The sports car acceleration data from the table at the end of the chapter is shown below with miles per hour changed to feet per second. 11a. Sketch a graph of speed vs. total time and label it Velocity - TIme Graph. Plot your points from the table using feet per second units for velocity.

11b. During which time interval is the velocity changing the most? (See picture) 11c. During which time interval is the velocity changing the least? (See picture) 11d. Where is acceleration the greatest? Where is acceleration the least? (See picture ) 12. Now calculate the acceleration for each time interval. 12a. Calculate the acceleration for the next time interval by calculating the acceleration of the sports car from 44ft.s to 59ft.s. This change in speed required .9s. Complete this calculation. Did yu get the value in the table of 16ft/s every second? a = 59 - 44 / .9 a = 15 / .9 a = 16 ft/s Yes 12b. Work with your group members to complete the Calculating Acceleration of a Sports Car in Feet per Second Squared table in your log. 12c. Compare the table with the velocity time graph you sketched. Recall that the slope of the velocity-time graph is equal to acceleration. Where does the table indicate the greatest acceleration took place? Where does the graph have the steepest slope? Greatest Acceleration : 44-59 Steepest Slope : 59-73

A. Galileo Father of Motion a(avg) = (delta) V / (delta) T a(avg) = Vf - Vi / Tf - Ti m\s / s = m/s^2 B. Vectors Has both magnitude & demention ex : Speed vs. Velocity Velocity --> magnitude & direction 25mph EAST Speed --> magnitude only + and - direction depends on right or left right positive left negative ex: +25mph or - 25mph Still has motion IF direction is important What happens when you change directions? you accelerate always C. Ways to Change Velocity 1. Slow down ^^ 2. Speed up * 3. Turn / Change Direction * ^^ ^^ * = happen at same time D. Negative Acceleration REMEMBER PICTURE DRWAN ON BOARD E. Ways to Show / Depict Acceleration 1. Strobe Photos 2. Graphs 3. Equation a(avg) = (delta) V / (delta) T Kinematic Equations Describe motion Given : Velocity = (delta) D / (delta) T Velocity = Xf - Xi / Tf - Ti Velocity(avg) = Vi + Vf / 2 OR 1/2 (Vi + Vf)

Physics Talk - Review Notes Physics To Go 1. Can a situation exist in which an object has zero acceleration and nonzero velocity? Explain your answer. Yes, traveling west or south. 2. Can a situation exist in which an object has zero velocity and non zero acceleration, even for an instant? Explain? Yes, its always moving due to gravity (like a ball tossed in the air at the top of its path) 3. If two automobiles have the same acceleration, do they have the same velocity? WHy or Why Not? Accelerations could be the same but the velocities don't have to be. 4. If two automobiles have the same velocity, do they have the same acceleration? Why or Why not? Velocity can be the same but they accelerations don't have to be. 5. Can an acceleration automobile be overtaken by an automobile moving with constant velocity? Yes, but if the car keeps accelerating they will overtake the first car 6. Is it correct to refer to speed-limit signs instead of velocity-limit signs? WHy or why not? What units are assumed for speed limit signs in the United States? Your not worried about the side of the road your on, your concerned with the speed of the car. 7. Suppose an automobile were acceleration at 2ms/h every 5 s and could keep accelerating for 2 min at that rate? a. How fast would it be going at t = 2min? a = 2ms/h / 5s/1 a=2m/3600 (1/5) a=.003m/s^2 t=2min=120 Vf= 0mi/s + .003/s^2 (120) Vf = .36 mi/s b. How far would it be from the starting line? ΔX = ViT + 1/2 at^2 8. At an international auto race, a race car leaves the pit after a refueling and accelerates uniformly to a speed of 75m/s in 9s to rejoin the race? a. What is the race cars acceleration during this time? a=Vf-Vi/t a=75-0/9 a= b. What was the race car's average speed during the acceleration? Δx=1/2 Vit-1/2at^2 10. Astronaut 10a. about 11 m per second 10b. a= 9ms/7.5 = 1.2ms^2 10c. every object reaches top speed 11. Bike Riding Boy a. b b. d c. b d. a e. f f. c

Section Five Learning Outcomes In this section you will Plan and carry out an experiment to relate braking distance to inital speed determine braking distance examine accelerated motion

What Do You See? unconcerned moose red car that was going fast and stopped short car is attempting to slow down back of the car is lifted up (car is breaking) there is a moose in the road the tires look turned leaning back arms are locked brace for iact pushing on break, hold on to steering wheel

What Do You Think? how fast the car is going has the animal moved how big is the animal how long do i have to turn are there cars behind you/to the sides your own personal reaction time direction of the animal weather conditions or road surfaces

Investigate 1. Knowing how far your automobile will travel 1a. What would a graph of braking distance vs initial speed look like. Sketch a graph that shows what you think th data would show.

1b. Provide an explanation for the way you sketched the graph as the car moves the speed decreases 4.

5. Use the data to complete the following 5a. Draw a graph

5b. How does the braking distance change with initial speed? Distance = Height releaced from Ex: If the car is dropped from a higher point the distance it takes to stop will be longer than if it was dropped from a lower point. 5c. How does your graph compare to the graph you sketched in Step 1a? Completely different 5d. Compare your graph with those of other groups. What are some similarities and some differences? 5e. Does looking at the other group's graphs make you feel more confident or less confident about your data? Explain/ 6. Select 2 values from your graph. 6a. What is the effect of doubling the initial speed on the distance traveled during braking? The distances is twice as long 7. Select 2 values from your graph. 7a. What is the effect of tripling the initial speed on the distance traveled during braking? The distance is three times as long 7b. Predict how going four times faster will affect the braking distance the distance is four times as long 8. Use the data on the sports car provided. 8a. Where is the braking data located? On the right hand side under Fuel Economy 8b. The braking distance is shown for two speeds. The ratio of the two speeds is 80 mi/h : 60 mi/h. This ratio is 80 60 = 1.33. This is an increase of 133 percent. Do you expect the ratio of the braking distances to also be in the ratio of 80 60 = 1.33? What is the ratio of the braking distances? How does it compare with the ratio of the two speeds? No the ratio of the braking distance is half the two speeds making it 40 30.

What Do You Think Now? What factors must you consider to determine if you will be able to stop in the distance between you and the animal to avoid hitting it? Quality of vehicle Initial Velocity

Essential Questions What does it mean? It means that the faster the car is moving, the longer it will take/the distance will be greater to stop the car. How do you know? If the speedits tripled the braking distance will be tripled as well. Why should you care ? It tells you how long it will take to stop a car at the speed the car is going.

Physics To Go 1. A student measured the braking distance of her automobile and recorded the data in the table. Plot the data on a graph and describe the relationship that exists between initial speed and braking distance. With the exception of the first trial for every 5 m/s the braking distance is close to double the amount of time as the time before. 2. Below is a graph of the braking distances in relation to initial speed for two automobiles. Compare qualitatively (without using numbers) the braking distances when each automobile is going at a slow speed and then again at a higher speed. Which automobile is safer? Why? How did you determine what “safer” means in this question? Automobile A is safer because it will stop in a shorter amount of time than Automobile B. 3. An automobile is able to stop in 20 m when traveling at 30 mi/h. How much distance will it require to stop when traveling at the following: 3a. 15 mi/h? (half of 30 mi/h) 10m 3b. 60 mi/h? (twice 30 mi/h) 40m 3c. 45 mi/h? (three times 15 mi/h) 60m 3d. 75 mi/h? (five times 15 mi/h) 80m 4. An automobile traveling at 10 m/s requires a braking distance of 30 m. If the driver requires 0.9 s reaction time, what additional distance will the automobile travel before stopping? What is the total stopping distance, including both the reaction distance and the braking distance? 5. Consult the information for the sports car at the end of this chapter. This shows the stopping distance. How far would you expect this automobile to travel until coming to rest when brakes are applied at a speed of 30 mi/h? 58ft 6. Use the information for the sedan at the end of this chapter. Find the braking distances for 50 mi/h and 25 mi/h. 50mi/h = 90 ft 25 mi/h = 45 ft 7. Does the braking information for the sedan include the driver's reaction time? If it does not, then how much distance is added to the total braking distance, supposing that the driver has 1/2 s reaction time? Who should let the consumer know about the 1/2 s reaction time- the information sheet or a driver training manual? No it does not include the reaction time, a information sheet should let the consumer known about the 1/2 sec reaction time.

Section Six Learning Outcomes s

What Do You See? Two cars Red car's back tires are off the ground There is a stoplight facing us, but no street Appears to be a hotel / resort in the background Palm trees in the back ground Police officer is standing on the corner Green car went through a red light Red car stopped short

What Do You Think? They would know how long the light would be yellow for, and and if they would be able to make it through the intersection or not. People will try to run lights. People cant maneuver the streets themselves. Just because the lights green people still go through without looking.

Investigate 3a. Will automobile B be ale to make it through during the yellow light? Yes 3b. Is automobile B in the GO Zone? Explain your answer. Yes it is in the Go Zone because it is close enough to make it through the light before it turns red. 3c. Would any automobile closer to the intersection than automobile A be in the GO Zone? Yes 3d. Is automobile C in the GO Zone? What might happen if automobile C decide to continue? No, they might run a red light or get in an accident. 4a. Is automobile E in the STOP Zone? Explain your answer? Yes because it is behind D, and D is in the stop zone. 4b. Is automobile F in the Stop Zone? No because it is to close to the intersection to stop safely. 4c. There are six vehicles in the example mentioned above: ABCDEF. Identify which cars fall in the GO Zone and which fall in the stop zone. GO Zone A B F STOP Zone C D E 5a. (Picture)

5b. 6a. What is the distance of the GO Zone if the yellow light time is 3 sec. 53 meters 6b. What happens to the GO Zone when the yellow light time is increased to 3.5 sec. The distance of the GO Zone increases. 6c. Would increasing the yellow light time allow you to get through the intersection from a further distance away? Explain your log. The go zone gets bigger so you can go through the intersection 6d. Record the effect of changing the yellow light time in your log. The distance of the Go Zone changes with the timing of the yellow light 8a. Did the effect of the change of the variable make sense to you? 8b. Record the effect of changing each variable in your log. How did the actual effect compare with your predictions?

8c. TO FIND GO ZONE : v(ty)-w= GO ZONE 8d. Because they all affect the time of the GO Zone. 8e. No matter how fast you react the distance will still be the same. 9a. TO FIND STOP ZONE : v(tr)+v^2/(2*a) = STOP ZONE 9b. Width of the intersection does not affect the STOP Zone because your still at the same speed in the same amount of time for the yellow light 9c. You need to react, decrease the velocity, and use negative acceleration in order to stop.

Part B: Yellow-Light Questions 1. Imagine that you are at intersection I shown in the diagram below. 1a. Would you go or stop if the light turned yellow when you were driving automobile A?B?C?D? A- No B- Yes C- Yes D- No 2. Imagine that you are at intersection II. 2a. Would you go or stop if the light turned yellow when you were driving automobile E?F?G?H? E- NO F- No G- Maybe H- Yes 3. Imagine you are at intersection III. 3a. Would you go or stop if the light turned yellow when you were driving automobile J?K?L?M? J- No K-Yes L- No M- No 4. Compare the GO Zone and STOP Zone for intersections, I,II, and III. 4a. How are intersections different? I - Has a definite stop and go zone II- Stop and go zone overlap III- Space between stop and go zone. 4b. In intersection II, if the light turned yellow when you were between the GO Zone and STOP Zone, what you your choices be? Which choice would be safe? Explain your answer. Depends on how fast the car is going, if the car is going 45 mph, then you can make it through, but if the car is going 20 mph, its most likely safer to stop because you may not make it through. 4c. In intersection III, if the light turned yellow when you were in the space between the STOP Zone and GO Zone what would your choice be? Explain Stop, it is not safe enough to make it through because you have not made it to the GO zone, during the time when the light turned yellow. 4d. When both choices are safe, the space between the GO and STOP Zones is called the Overlap Zone. When neither choice is clearly safe, it is called the Dilemma Zone. Intersections with a Dilemma Zone are not safe which intersection has an Overlap Zone and a Dilemma Zone? Overlap - III Dilemma - II 5. Create a table in your wiki consisting of the following columns: Trial, ty, tr, v, a, w, GZ, SZ, Safe/Unsafe. (Create your owntable – don’t copy from someone else. That is, don’t copy from a Google Doc as that would be a misuse of Google Docs and make it appear that you have plagiarized from someone. Do your own work.) Use the spreadsheet to create ten hypothetical intersection scenarios. Five must be safe, while five must be unsafe.

6. Go to Google maps: http://maps.google.com/ and find an aerial view of Kinderkamack Rd. & Piermont Ave., Hillsdale, NJ. 6a. Take a screen shot of the intersection and upload it to your wiki. Be sure to include the scale ruler located somewhere on the map

. 6b. What is the widths of the North-South intersection (crossing Piermont) and the West-East intersection (crossing Kinerkamack)? North/South -15m East/West - 20m 6c. Design the timing of this intersection. That is, propose the time of the yellow light necessary for this intersection to be safe. Summarize your proposal in a table AND provide an explanation why your chose the numbers you chose.

Essential Questions What does it mean? Yellow light time Reaction Time negative acceleration width of the intersection speed of the car How do you know ? Why should you care?

Physics to Go 1. An Active Physics student group is studying an intersection. The width of the intersection is measured by pacing and is found to be approximately 15-m wide. The yellow-light time for the intersection is 4 s. The speed limit on this road is 30 mi/h (approximately 15 m/s). The speed of an automobile decreases by 5 m/s every second during negative acceleration. Assume that the people who are driving the automobiles have a reaction time of 1 s. 1a. Calculate the GO Zone using the math equation on the computer spreadsheet. Use a calculator. To guide you, the first two steps are provided for you. GO Zone = (velocity × yellow-light time) – width of intersection GZ=vty –w GZ = (15 m/s)(4 s) – 15 m GZ = 60m/s^2 - 15m GZ = 45 m/s^2 1b. Calculate the STOP Zone using the math equation on the computer spreadsheet. Use a calculator to help you. STOP Zone = (velocity × reaction time) + velocity2/(2 × negative acceleration) SZ = vtr + v^2 / 2a SZ = 15m/s(4s) + 15^2 / 2(a) SZ = 60+ 225 / 2a SZ = 285/2(-5) SZ = 37.5 1c. Make a sketch of the intersection and label both the GO Zone and the STOP Zone. Include the dimensions of the intersection and each zone. 2. Some people disregard the 30 mi/h speed limit (15 m/s) and travel at 60 mi/h (30 m/s) on the road described in Question 2a. Use the spreadsheet or calculator to calculate STOP and GO Zones at 60 mi/h. Sketch the intersection marking both zones. Explain the danger of driving at this speed. GZ = 30m/s(4s) - 30 GZ = 90m/s^2 SZ = 30m/s(4s)+30^2/2a SZ = 1020/2a SZ = 510/a 2b. How would a decrease in the speed limit to 20 mi/h (about 10 m/s) affect the STOP and GO Zones in Question 1? Use the spreadsheet or calculator to calculate both, then sketch the intersection, marking both zones. 3. A person is listening to loud music while driving. Explain why the increase in reaction time caused by the music does not affect the GO Zone. Explain how it affects the STOP Zone. Because if your in the GO Zone you will be able to make it through, no matter what a persons reaction time is. If your in the STOP Zone, you will need to be able to stop, and you may be distracted by the loud music to stop in time. 4. An automobile has worn tires and bad brakes. How will this affect the GO Zone and the STOP Zone at a yellow light? It wont affect the GO Zone but it will make stoping harder. 5. Sometimes, when a light turns red at an intersection, the light for the traffic on the cross street does not turn green for a couple of seconds. What is the reason for this delay? Incase someone goes through the light even though there in the STOP Zone, the seconds between red and green give that person a change to get by just incase. 6. In the 1960s, the traffic engineers in a city experimented with a traffic light that featured a clock. As you approached an intersection with a green light, in the space for the yellow light there was a countdown: ..., 5, 4, 3, 2, 1, 0. When the clock reached “0” the light turned yellow. There is no set time zones. 7. With the grid below, compute the GO and STOP Zones for each intersection. Also, determine if each intersection is safe and describe how you know its safe. A GO - 48 STOP - 52.6 B GO - 72 STOP - -4.5 C GO - 48 STOP - -8.5 D GO - 48 STOP- 7.4 E GO - 40.5 STOP - 1.9 8. Do You think it would be a good idea, to paint lines on all intersections showing the boundaries of the STOP and GO Zones? Explain your answer. No, because people don't obey the laws of GO and STOP Zones now, why would they listen if the rules were enforced more strictly. 9. Write a pretend letter to your parents, asking to borrow their car. you must try to convince them based on what you have learned in this section about intersections. Be sure to explain what you have learned about the STOP GO Overlap and Dilemma Zones. Dear Mom and Dad, I was wondering if I could borrow the car. I know the rules of the road and how to be safe on them. In physics section, we discussed the STOP and GO Zones of an intersection. I understand when to drive through a yellow light and when to not. We discussed the safety of over-laping sections and dilemma zones. I will be careful when driving through these zones and to assess the situation before proceeding.

Section Seven What Do You See? a car racing up the side of a narrow winding mountain car looks as if its going to fall off the mountain the sign is falling over the road is small the tracks show that the driver has been all over the road there are markers on the side of the road closest to the cliff there are more cars in the distance

What Do You Think? Why is the sign indicating to slow down? because the road is narrow and driving slower will equal a faster time to stop if need be. How is the amount you should slow down determined? The drivers reaction time

Equations from Internet Fr = µN F=ma

tan{theta} = mu,

E_{th} = mu_mathrm{k} int F_mathrm{n}(x) dx,

Investigate 1a. Which direction do you think the car will travel more B. 3a. 4a. 14 cm 6a. 19.98 seconds 6b. 30 rpm 6c. .5 seconds 6d. data is more accurate 6e. 2 rev per second 7a. 188.4 rpm 7b. 1.0975cm/s 8a. it will be harder for the washer to to off 8b. 14.86seconds 8c. 1.068 revs per second 8d. .88 m/s 9a. the closer the radius is to the car, the safer the car will be

Physics To Go Friction (Ffr) Units (N) Tention (Ft) Units (N) Normal (Fn) Units (N) Centripetal Force (Fc) Units (N) 1 kilogram ball travels in a circular path at the end of a 1.5 meter string it made 25 revolutions in 10 seconds.ki8

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