abrhs physics unit 1: one dimensional motionthemcclungs.net/physics/download/h/1_d_motion/packet 1...

ABRHS PHYSICS (H) NAME: ____________________ Unit 1: One Dimensional Motion

2014-15

Text: All sections of Chapter 2. Homework: Questions (p. 29-30): 2, 3, 4, 5 (see homework 1) Problems (p. 30-37): #1) Questions (p. 29) 2, 3, 4, 5 & Problem 67 graphs #2) 1, 3, 9, 14, 17, 18, 21, 70 velocity & acceleration #3) 24, 26, 29, 34, 35, 38, 43 constant acceleration #4) 44, 46, 48, 51, 52, 61, 62 free fall #5) 74, 76, 89, 94, 105 review Vocabulary: position, displacement, average speed, average velocity, (instantaneous) velocity, speed, average acceleration, (instantaneous) acceleration, free fall, “acceleration due to gravity” Math: definitions:

v =ΔxΔt

v =dxdt

a = ΔvΔt

a = dvdt

derived formulas: x = 1

2 at2 + vi t + xi v f

2 = vi2 + 2aΔx v = 1

2 vi + v f( )

skills: solving simultaneous equations, finding the roots of a quadratic,

calculating the slope of a line, calculating slopes of a curve, calculating and interpreting derivatives, interpreting graphs

Key Objectives: • use appropriate units of measure. • define and explain the following concepts: displacement, velocity, speed and acceleration. • explain and differentiate between average speed and average velocity. • explain and differentiate between speed and velocity. • explain the mathematical definitions, using appropriate examples. • derive and explain formulas used in class. • explain the concept of free-fall, including the effects of air resistance. • construct and interpret graphs of straight-line motion (position, velocity and

acceleration.) • correctly use and apply the sign conventions for displacement, velocity and acceleration. • correctly apply the concepts (and mathematics) of displacement, velocity and acceleration

in a variety of word problems. • interpret and analyze lab data relating to straight-line motion. • explain and evaluate the various procedures from labs we have done.

ABRHS PHYSICS (H) NAME: __________________

Average Speed Problems

Answers: 1) 16.7 s 2) 30,000 m/s 3) 425 m 4 c) 33.3 mph 5.a) 2.67 m/s b) 0 m/s

1. Rob is running with a constant speed of 6 m/s. How long will it take him to run 100 meters? 2. The earth is about 1.5 x 1011 m away from the sun. What is the average speed (in m/s) of the

earth as it orbits around the sun in it's (nearly) circular orbit? 3. You are standing at the edge of a large field. At the opposite end of the field is a huge building.

You yell at the building, and hear an echo 2.5 seconds later. If the speed of sound is 340 m/s, how far away from the building are you?

4. Chuck is driving in his car on a nice sunny afternoon. He drives 20 miles in 1/2 hour, then drives

another 30 miles in the next hour. a. Make a graph of distance vs. time for Chuck's trip. b. Make a graph of speed vs. time for the trip. (Make sure you calculate the speeds.) c. What was Chuck's average speed for the entire trip?

5. Sharon walks 20 meters down a hall with a constant speed of 2 m/s. Then she walks backwards

20 meters down the hall, this time with a constant speed of 4 m/s. a. What was her average speed for the whole trip? b. What was her average velocity for the whole trip? c. Make an appropriate position vs time graph for the motion.

ABRHS PHYSICS (H) NAME: ___________________

Constant Acceleration Problems 1. A car on the highway constantly accelerates from an initial speed of 20 m/s to a final speed of 30

m/s over a time of 5 seconds. a. What was the car's acceleration? b. What was the car's average speed? c. How far did the car travel during this 5 seconds?

2. A Boeing 767 airplane can accelerate at a rate of 3.3 m/s2. If a 767 starts from rest,

a. How many seconds will it take to reach a take-off speed of 100 m/s? b. How far would it travel in that time? c. What would be the average speed of the plane over this interval?

3. Bill constantly accelerates from rest, covering a distance of 20 meters in a time of 3.0 seconds.

a. What was Bill's acceleration? b. What was his final velocity?

4. Emily is riding her bike with a speed of 5 m/s. She then constantly accelerates at a rate of 2

m/s2. a. How long will it take her to reach a speed of 10 m/s? b. How far will she travel in that time? c. What is her average speed for this interval?

5. Chelsea is rollerblading down Charter Road with a velocity of 18 m/s when a small child jumps

out in front of her, and she attempts to stop. If her acceleration was a constant rate of -1.5 m/s2, a. After 4 seconds, how fast is Chelsea going? b. How many seconds will it take her to stop? c. How far does she travel before she comes to rest? d. Why is her acceleration negative?

Answers: 1) a. a=2 m/s2 b. vave=25 m/s c. d=125 m 2) a. t=30.3 s b. d=1515 m c. vave=50 m/s 3) a. a=4.4 m/s2 b. vf=13.2 m/s 4) a. t=2.5 s b. d=18.75 m c. vave=7.5 m/s 5) a. vf=12 m/s b. t=12 s c. d=108 m d. slowing down in positive direction

ABRHS PHYSICS (H) NAME: ________________

Ball Toss Problems

1. Jan throws a ball straight up in the air with an initial velocity of 10 m/s. a. How long will it take the ball to reach its highest point? b. How long will it take the ball to go up and come back down to Jan's hand? c. What is the maximum height reached by the ball? d. What is the velocity of the ball when it gets back to her hand?

2. Your friend, Cindy, is playing soccer, and you see her kick the ball straight up in the air. It takes 2.5 seconds for the ball to reach its highest point. a. What is the maximum height reached by the ball? b. What was the initial velocity of the ball? c. What is the total time the ball is in the air? d. What is the velocity of the ball just it reaches the ground again?

3. Greg is playing golf and he accidentally hits the golf ball straight up in the air with an

initial velocity of 35 m/s. a. How long does it take the ball to reach its highest point? b. What is the maximum height reached by the ball? c. After only 1.5 seconds, what is the velocity of the ball? d. What is the acceleration of the ball at its highest point?

4. Bobby has a tennis ball that he throws straight up. The tennis ball reaches a maximum height of 20 meters above its release point. a. How long did it take the ball to reach this maximum height? b. What was the initial velocity of the ball? c What is the velocity of the ball at its highest point?

Answers: 1) a. t=1 s b. t=2 s c. h=5 m d. v=-10 m/s 2) a. h=31.25 m b. vI=25 m/s c. t=5 s d. vf=-25 m/s 3) a. t=3.5 s b. h=61.25 m c. v=20 m/s d. a=-10 m/s2 (just gravity!) 4) a. t=2 s b. vI=20 m/s c. v=0 m/s

ABRHS PHYSICS (H) NAME: __________________ Simple Motion Graphs

side 1

For each of the following position vs. time graphs do the following: • make a sketch of a possible velocity vs. time and acceleration vs. time for that motion. • state whether the motion is going forward or backward or at rest. • describe whether the motion is speeding up, slowing down or constant speed.

x

tx

t

x

tx

tx

tx

tx

t

v

t

v

t

v

t

v

t

v

t

v

t

v

t

1.

2.

3.

4.

5.

6.

7.

a

t

a

t

a

t

a

t

a

t

a

t

a

t

ABRHS PHYSICS (H) NAME: __________________ Simple Motion Graphs

side 2

For each of the following velocity vs. time graphs do the following: • make a sketch of a possible position vs. time and acceleration vs. time for that motion. • state whether the motion is going forward or backward or at rest. • describe whether the motion is speeding up, slowing down or constant speed.

x

tx

t

x

tx

tx

tx

tx

t

v

t

v

t

v

t

v

t

v

t

v

t

v

t

1.

2.

3.

4.

5.

6.

7.

a

t

a

t

a

t

a

t

a

t

a

t

a

t

ABRHS PHYSICS (H) NAME: _______________ Motion Graphs I

1. For each of the following Position verses Time graphs, state whether the motion shows i. going forwards or backwards ii. speeding up or slowing down iii. positive acceleration or negative acceleration

2. For each of the following Velocity verses Time graphs, state whether the motion shows

i. going forwards or backwards ii. speeding up or slowing down iii. positive acceleration or negative acceleration

3. For each of the following situations, sketch Position verses Time and Velocity verses

Time graphs that would represent that motion. a. Traveling forwards with constant speed. b. Traveling forwards and slowing down. c. Traveling forwards constant negative acceleration. d. Traveling backwards and speeding up. e. Traveling with negative velocities and a constant positive acceleration.

x

t

x

t

x

t

x

t

x

t

v

t

v

t

v

tv

t

v

t

ABRHS PHYSICS (H) NAME: _______________ Motion Graphs II

1. For the following Position verses Time graphs, make an appropriate Velocity verses Time graph. Assume any velocity changes happen in too small a time to graph.

2. For the following Position verses Time graphs, make an appropriate Velocity verses Time

graph. Assume any accelerations are constant.

t (s) 12

8

X(m)

X(m) t (s)

6

8

-8

t (s)X

(m)

8

-8

12 t (s)X

(m)

10

-10

24

ABRHS PHYSICS (H) NAME: _______________ Motion Graphs III

1. For the following Velocity verses Time graphs, make an appropriate Position verses Time graph. Assume any velocity changes happen in too small a time to graph. Assume the initial position was x=0 for each graph.

2. For the following Velocity verses Time graphs, make an appropriate Position verses Time

and Acceleration verses Time graphs. Assume the initial position was x=0 for each graph.

V(m/s)

t (s)12

4

-4

V(m/s)

t (s)12

4

-4

V(m/s) t (s)

24

8

-8

V(m/s) t (s)

12

20

-20

ABRHS PHYSICS (H) NAME: __________________ Motion Graphs IV

side 1

1. For the position vs time graph to the right:

a. Where is the object at rest? b. Where is the object going forwards? c. Where is the object going backwards? d. Where is the object going the fastest?


a. Where is the object at rest? b. Where is the object going forwards? c. Where is the object going backwards? d. Where is the object speeding up? e. Where is the object slowing down? f. Where is the acceleration positive? g. Where is the acceleration negative?



4. For the position vs time graph to the right: a. Where is the object at rest? b. Where is the object going forwards? c. Where is the object going backwards? d. Where is the object speeding up? e. Where is the object slowing down? f. Where is the acceleration positive? g. Where is the acceleration negative?

t

X

a b c d e f g

t

X

a b c d e f g h i

t

X

a b c d e f g h i

t

X

a b c d e f g h

ABRHS PHYSICS (H) NAME: __________________ Motion Graphs IV

side 2

5. For the velocity vs time graph to the right: a. Where is the object at rest? b. Where is the object going forwards? c. Where is the object going backwards? d. Where is the object going the fastest?

6. For the velocity vs time graph to the right:


7. For the velocity vs time graph to the right: a. Where is the object at rest? b. Where is the object going forwards? c. Where is the object going backwards? d. Where is the object speeding up? e. Where is the object slowing down? f. Where is the acceleration positive? g. Where is the acceleration negative?

8. For the velocity vs time graph to the right:


t

V

a b c d e f g

t

V

a b c d e f g

t

V

a b c d e f g h i

V

t

a b c d e f g i


Lab 2-1: Graphical Analysis of Motion

side 1

Purpose: 1. To analyze the motion of a person walking with constant speed and a car speeding up by making the following graphs: Position vs. Time and Average Speed vs. Time.

2. To use Graphical Analysis as a simple spreadsheet. Procedure: As discussed in class. Data: Trial 1: Constant Speed "Forwards" Trial 2: Constant Speed "Backwards" Trial 3: Speeding Up

Trial 1 Trial 2 Trial 3 Position

(m) Time

(s) Time

(s) Time

(s) 0 0 0

2

4

6

8

10

12

14

16

18

20 0 Graph: Use Graphical Analysis to make graphs of Position vs. Time and Average Speed vs Time.

1. Double-click on the “X” in the Data Set window. This will bring up a window where you can enter the labels and units (and also enter series automatically.) Call this “Position” with “x” as the short name, “m” for the units, and generate the numbers and click on “Done”

2. Double-click on the “Y”. Call this “Time” with “t” for the short name and “s” for the units. Click on “Done” and then enter the times.

3. To calculate the speeds, under “Data” choose “New Calculated Column...” Name it “Average Velocity”, short name “v”, units “m/s” and then enter the equation for the data. In this case, use the pull down menus to make the function “delta(“Position”)/delta(“Time”) Click on “Done.”

4. To enter in a second set of data with the same column headings and equations, under “Data” choose “New Data Set” and it will create a “Data Set 2” in which you only have to enter the numbers for Trial 2. Repeat this for Trial 3.

5. Now make the graphs: Put at least 2 on a piece of paper. 6. If a graph is horizontal, put in the statistics for that graph. 7. If a graph is linear, put in a regression line for that graph. 8. Title the graphs on the top “Lab 2-1: Person” or “Lab 2-1: Car”, check with your teacher, and

then print copies for your group.


Lab 2-1: Graphical Analysis of Motion

side 2

Conclusions: 1. Compare and contrast the position verses time graphs for the three motions. 2. Compare and contrast the average speed verses time graphs for the three motions. 3. If possible, what were the equations that described the position or velocity of the person or car as

a function of time? 4. What does the slope of a position verses time graph represent? 5. How can you tell if a graph of position vs. time shows constant speed or not? 6. All the position verses time graphs look “nice,” yet the average velocity verses time graphs were

very scattered. Why is that? 7. Why does the graph of the position of the car speeding up become linear? 8. What is meant by the term Average Velocity? Why didn’t we just call it Speed in this lab? 9. Sketch what the average velocity verses time graphs should have looked like. (Make sure you

label them.)

ABRHS PHYSICS (H) NAME ______________________

Lab 2-2: Toy Car

side 1

Purpose: 1. To analyze the motion of a toy car speeding up and slowing down across the floor by making the following graphs: position vs. time, average velocity vs. time, and average acceleration vs. time.

2. To define the following terms: acceleration, average acceleration, constant acceleration

Discussion: In the previous lab, we looked at the motion of someone traveling with a constant

speed, and of a car speeding up. This lab extends those ideas by analyzing the motion of something speeding up, then slowing down, and finally coming to rest.

Materials: l toy car ~1.5 meters of ticker tape l dot machine w/carbon paper circle 1 piece of masking tape Procedure: 1. Attach the ticker tape to the roof of the car. 2. Pull the car back to wind up the spring; pull any loose ticker tape paper back through the dot

machine so that there is no slack in the tape. Your objective is to let the car go and have the tape still in the dot machine when the car has stopped.

3. Turn on the dot machine and release the car. Make sure the dot machine does not move. Release the car. Shut the machine off when the car has stopped. If the car went so far that the tape came through the machine, repeat the experiment but don’t wind the car up as much. Make sure you can see dots (or at least the impressions of the dots) on the whole tape!

4. Remove the strip from the car and mark it as follows: Starting from the clearest individual dot at the start of the tape, put a line through every 6th dot on the strip. This will represent a time interval of 0.1 seconds, since the dot machine hits the paper 60 times each second. Do this for the whole trip.

5. Measure the distance from the first line (time = 0) to each interval. Record your data in the table below. If you need more room, make extra columns somewhere.

t = 0.20.1 0.30.0

measure these distances

Data: time (s)

position (cm) time

(s) position

(cm) time (s)

position (cm)

0.0 0.0 1.0 2.0 0.1 1.1 2.1 0.2 1.2 2.2 0.3 1.3 2.3 0.4 1.4 2.4 0.5 1.5 2.5 0.6 1.6 2.6 0.7 1.7 2.7 0.8 1.8 2.8 0.9 1.9 2.9

Graph: Use Graphical Analysis to make the following graphs: Position vs. Time and Average Velocity vs. Time. Be sure to put a title on each graph and label the axis and its units. On the velocity graph, put in two regression lines, one showing the speeding up portion and the other showing the slowing down. After printing the graphs, use a pen or pencil to sketch the best curves that fit the data. (Sections may be straight.)

ABRHS PHYSICS (H) NAME ______________________

Lab 2-2: Toy Car

side 2

Conclusion: 1. For the graph of Position vs. Time:

a. On the graph, mark the regions that show the car speeding up and then slowing down. b. What happens to the slope of this curve and how does it relate to the velocity of the car?

(Consider both magnitude and direction.) c. What does the concavity of the d vs. t graph tell you about the velocity of the car?

2. For the graph of Average Velocity vs. Time:

a. On the graph, mark the regions that show the car speeding up and then slowing down. b. What does the slope of the velocity vs time graph tell you?

3. What were the average accelerations of the car: a. while speeding up? b. while slowing down? c. How did you determine those numbers? 4. Is it possible to have a negative acceleration, yet still be moving forward? Explain. 5. The velocity of the car was changing, but always positive. Would our lab setup have worked if

the car had a negative velocity at some point? Explain. 6. What is the difference between velocity and speed?


Lab 2-3: Inclined Plane

side 1

Purpose: 1. To determine a mathematical model for the position as a function of time for a ball bearing rolling down an inclined plane by recording the time it takes the ball bearing to roll from rest a variety of distances down an inclined plane of constant slope.

2. To investigate the effects of gravity on an object. Materials: 1 large ball bearing 1 steel track 2 photogates 1 meter stick 3 stands & clamps 2 C clamps 1 short piece of wood Diagram:

Photogate(Dig 2)

Photogate(Dig 1)

Procedure:

1. Using the C clamps, clamp the piece of wood to the end of the lab. Brace one end of the steel track against the wood, and raise the other end up 1 to 3 feet using a stand and a small clamp. The actual slope of the track doesn’t matter, as long as it never changes during the experiment.

2. Set up one photogate as close to the bottom of the track as you can so that it will detect when the ball bearing passes by. Connect this photogate to the “Dig/Sonic 2” port on the LabPro. The actual position does not matter, as long as the photogate does not move during the experiment.

3. Set up the other photogate near the top of the ramp and connect it to the “Dig/Sonic 1” port on the LabPro. Try to get at least 1.2 meters between the photogates.

4. Start up Logger Pro by opening “Mac/Applications/Logger Pro/Experiments/Probes & Sensors/Photogates/Pulse Timer-Two Gates.xmbl.”

5. The goal is to measure the time it takes the ball bearing to roll down a variety of distances, always starting from rest. To start the ball, place it on the track just before it turns on the light in the photogate. Be careful of your fingers getting in the way. Have someone click on “Collect”, wait a second for the LabPro to get ready, and then let the ball go. If all goes well, Logger Pro will report how many seconds elapsed between the two photogate flashes. (It will be the number in blue in the right column labeled “Time from Gate 1 to Gate 2.” Do this a total of three times, recording the data in the data table.

6. To measure the distance between the photogates, find where the ball bearing just turns on the light of each photogate, and measure that distance.

7. After you have 3 trials for this distance, move the upper photogate down the ramp about 10 cm, and repeat above. Keep doing this until the photogates are 5 cm apart.

Data:

Distance Traveled

(cm)

Times (s)

Distance Traveled

(cm)

Times (s)


Lab 2-3: Inclined Plane

side 2

Graphs: 1. Make a graph that shows Distance vs. time. Don’t average your times, just plug all the

data into Graphical Analysis. Don’t add any columns, just type in each distance three times – once for each recorded time interval. This graph will not be a straight line, so just make sure everything is labeled correctly, but don’t do any best fit lines.

2. Linearize the graph to find the mathematical equation that relates distance and time for your ball bearing rolling down a hill.

Conclusions:

1. What is the equation that relates distance and time for your ball bearing rolling down the track?

2. Based on your answer to question 1, what is the equation that relates velocity and time for

your ball bearing rolling down the track?

3. Based on your answer to question 2, what is the equation that relates acceleration and time for your ball bearing?

4. If you made the track steeper and steeper, and kept repeating the experiment, what would happen to your results? (Qualitatively.)

5. Make a general statement about the acceleration of a ball bearing down a track.

6. Imagine you keep doing the experiment until the track is perpendicular to the lab table. What can you probably conclude about gravity?


Lab 2-4: The Acceleration due to Gravity

side 1

Purpose: 1. To determine the acceleration due to gravity on the earth. 2. To determine the acceleration due to gravity on the moon. (Data from class video.) 3. To determine your eye-hand reaction time. Materials: 1 picket fence 1 photogate 1 stand 1 clamp 1 stopwatch 1 ruler Procedure: Part 1: Acceleration due to gravity on the earth

1. Arrange the photogate so that you can drop the plastic “picket fence” through the light beam. 2. Turn on Logger Pro by opening up the file “Experiments/Probes &

Sensors/Photogates/Motion Timer Picket Fence.xmbl.” This file has the spacing information on the picket fence already in so you don’t have to measure anything. How convenient!

3. Make sure there is something soft under the picket fence and also make sure that when you drop the picket fence through the photogate it will fall all the way through before hitting the table.

4. Click on “Collect,” hold the photogate a little above the photogate and let it go. 5. In the Acceleration graph, add in the statistics by clicking on the “STAT” button. 6. In the Velocity graph, add a regression line by clicking on the “R=” button. 7. In the Position graph, add in a quadratic fit by clicking on the “f(x)=” button. 8. Check with your teacher, then print the graphs so that everyone gets one. (Make sure you

put a title on the graphs.) Part 2: Acceleration due to gravity on the moon

9. Play the movie clip from the Apollo 15 mission to familiarize yourself with it. 10. Play it again, and record the time it takes the hammer to fall using a stopwatch. 11. Estimate the height the hammer fell by comparing it to the astronaut.

Part 2: Reaction times (Each person should do this part individually)

12. Hold your hand out with your fingers a few centimeters apart, ready to grab a ruler that is dropped.

13. Have a partner hold the ruler by the top so that the bottom of the ruler is between your fingers. Engage in idle chit-chat, and at some point your partner will drop the ruler.

14. Grab the ruler as soon as you can. Record how many centimeters the ruler fell before your caught it.

Data: Time hammer fell: ________ s Distance hammer fell: ________ m Distance ruler fell: ________ cm Conclusions: Part 1

1. Based on the acceleration graph, was the acceleration of the picket fence constant? If so, what was it? How did you know?

2. Based on the velocity graph, was the acceleration of the picket fence constant? If so what

was it? How did you know? 3. Based on the position graph, was the acceleration of the picket fence constant? If so what

was it? How did you know?


Lab 2-4: The Acceleration due to Gravity

side 2

4. How much of a factor was air resistance in this lab?

Part 2 5. How did you estimate the distance the hammer fell? How reasonable do you think this was? 6. Calculate the acceleration due to gravity on the moon. How accurate do you think your

number is?

Part 3

7. How can you determine your reaction time from the distance a ruler fell? 8. Calculate your reaction time. 9. If you are driving down the highway at 60 mph, and the car in front slams on their brakes,

how far do you travel before your brakes engage? (Use your reaction time above. In case you don't remember, 1 mile is 1609 meters.)

10. In reality, how do you think your braking reaction time compares to what you calculated

above? Why?

ABRHS PHYSICS (H) NAME: _______________

Lab 2-5: Up and Down

side 1

Purpose: 1. To make D vs. t, V vs. t, and A vs. t graphs for the following motions: a. A cart given an initial push up a ramp. b. A ball tossed up in the air. 2. To show that an object can have zero velocity, yet be constantly accelerating. Procedure: Part I: Cart pushed up a ramp

1. Raise one end of the ramp by placing a book or something under it. 2. Place the Motion Detector at the base of the ramp so that it is pointing up the ramp. 3. Put an index card at one end of the cart, and then put the cart on the ramp. Make

sure that the wheels of the cart are in the grooves on the ramp. See diagram.

MotionDetector

index card

about 1/2 meter

4. Open up LoggerPro. Start timing. After you hear the Motion Detector clicking, push the cart and let it go. Give the cart enough initial velocity so that it gets to within 10 cm of the raised end. Don't let the cart slam into the bottom of the ramp! (This may take a few trials.)

5. Make sure your graph shows the cart going up and down the ramp. 6. Show all three motion graphs at once (distance, velocity, and acceleration.) (Under

Insert, choose Graph . Then under Page, choose Auto Arrange .) You may have to change some axes by clicking on them.

7. If you want, adjust the scale on any vertical axis so that you have "nice" graphs that show the position, velocity and acceleration of the cart throughout the trial.

8. On the velocity graph, determine the acceleration of the cart by highlighting the straight portion and clicking on the button with the “R=.”

9. Give your graph a title that includes your group number and a description of the data. After checking with your teacher, print copies for everyone.

10. Click on the button with the “x=?” to see data values. If the little windows cover portions of your graph, move them out of the way. Answer question 1 before going on to Part II

Part II: Tossing a ball in the air

1. Place the Motion Detector in on a stool pointing straight up. 2. Hold the ball directly above the Motion Detector. 3. Start timing. After you hear the Motion Detector clicking, toss the ball straight up in

the air a few times. Obviously, make sure you catch it and don’t let it crash into the Motion Detector. (Try a few times in a row – this may be difficult. Call your teacher if you are not having any luck.)

4. Make sure you have good data. As in Part I above (#6 to 8), make three graphs that nicely show the position, velocity and acceleration of a ball tossed up in the air. Include the regression line of the velocity graph.

5. After checking with the teacher, title the graphs and print them. 6. Look at the data values by clicking on the button with the “x=?” and answer question

5. Questions: Part I: Cart pushed up a ramp 1. Draw a line through all three graphs that is perpendicular to the time axis and passes

through the point on the graph where V=0. a. When the velocity is zero, what are the position and the acceleration? b. Why does the maximum position have to be when the velocity is zero?

ABRHS PHYSICS (H) NAME: _______________

Lab 2-5: Up and Down

side 2

2. Is the acceleration of the cart constant? Explain. 3. The acceleration is always negative, yet the cart both slows down and speeds up. Explain. Part II: Tossing a ball in the air 4. How does this set of graphs for the ball toss relate to the set of graphs for the cart? What

is the same and what is different? 5. At the ball's highest point, what is the velocity and acceleration? 6. As best you can, compare the velocities of the ball when it was at the same height, but

going in different directions. (Make a general statement.) Conclusion: 1. Looking at your results from all three parts of this lab, is it possible to have a constant

acceleration, yet have zero velocity? Explain your answer.


Lab 2-6: The Acceleration of a Bouncing Ball

side 1

Purpose: To determine the acceleration of a racquetball while it is bouncing. Materials: 1 racquetball 1 photogate 1 stand 1 clamp Procedure:

1. Arrange the photogate so that the light beam is just above the top of the ball when the ball is on the table.

2. Start Logger Pro and open up the file “Experiments/Probes & Sensors/Photogates/Bounce.xmbl.”

3. Double-click on the column marked “Velocity” and in the equation, change the “0.1” to the actual diameter of your raquetball (which is 0.057 meters.)

4. Click on the “Collect” button, and then carefully drop the racquetball so that it falls in the beam of the photogate and catch it so that it only bounces once. Please make sure to not drop the ball on the photogate.

5. Record the speeds and time in the data table below. Data:

Speed of ball just before hitting the table

Speed of ball just after hitting the table

Time ball was in contact with the table Conclusions: 1. What was the acceleration of the racquetball as it fell? How do you know? 2. How did Logger Pro calculate the speeds of the ball? 3. What was the change in velocity of the ball? Give the magnitude as well as the direction. 4. What was the acceleration of the ball while it was in contact with the table and bouncing? 5. How many times greater than gravity was the acceleration during the bounce? 6. Why was it wrong to just subtract the two speeds to answer question 3 above?

abrhs physics unit 1: one dimensional motionthemcclungs.net/physics/download/h/1_d_motion/packet 1...

Documents