motion, acceleration, and forces - gasconade county r-ii...

Glencoe Science

Chapter Resources

Motion, Acceleration, and Forces

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Lab

✔ Two additional Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

Photo CreditsCover: Lester Lefkowitz/CORBISSection Focus Transparency 1: (t) Dwight Kuhn, (b) Animals Animals/Gerard Lacz Section Focus Transparency 2: SuperStockSection Focus Transparency 3: Christopher Cormack/CORBIS

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theGlencoe Science program. Any other reproduction, for use or sale, is prohibitedwithout prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-872524-0

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 024 08 07 06 05

Glencoe Science

Reproducible Student Pages■ Hands-On Activities

MiniLAB: Measuring Average Speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Comparing Friction . . . . . . . . . . . . . . . . . . . . . 4Lab: Force and Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Comparing Motion from

Different Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Motion of a Bowling Ball . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Friction Predictions . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

■ AssessmentChapter Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

■ Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . . 44Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Motion, Acceleration, and Forces 1

ReproducibleStudent Pages

2 Motion, Acceleration, and Forces

Hands-OnActivities

Hands-On ActivitiesHands-On Activities


Name Date Class

Measuring Average Speed

Procedure 1. Mark your starting point on the floor with tape. Place a toy car at the

starting point2. Give the toy car a gentle push foward. At the same time, start a stopwatch.3. Record the time it takes for the car to come to a stop4. Use a meterstick to measure the distance the car traveled.

Data and Observations

AnalysisCalculate the average speed for the car in m/s. How does the average speed depend on the direction of motion?

Toy Car Trip

Trip time (s)

Trip distance (m)

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Comparing Friction

Procedure 1. Place an ice cube, a rock, an eraser, a wood block, and a square of

aluminum foil at one end of a metal or plastic tray.2. Slowly lift the end of the tray with the items.3. Have a partner use a metric ruler to measure the height of the raised end of

the tray at which each object begins to slide. Record your measurements.


Analysis1. List the height at which each object begins to slide.

2. How did the height at which the objects began to slide depend on the roughness of the objects?

3. How did the forces due to static and sliding friction compare for each object?

Comparing Friction of Items

Item Special Features Height of Tray (cm)

Ice cube

Rock

Eraser

Wood block

Aluminum foil

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why do you think goggles are listed as a safety precaution for this lab?

2. What does it take to cause an object to begin moving from a state of rest?

If you stand at a stoplight, you will see cars stopping for red lights and thentaking off when the light turns green. What makes the cars slow down? Whatmakes them speed up? How do balanced and unbalanced forces affect theacceleration of objects?

Real-World ProblemHow does an unbalanced force affect themotion of an object?

Materialstapepaper clip10-N spring scalelarge bookyour science booktriple-beam balance*electronic balance*Alternate materials

Goals■ Observe how changing the net force on an

object affects its acceleration.■ Interpret data collected for several trials.

Safety Precautions Proper eye protection should be worn at alltimes while performing this lab.

Procedure1. Tie the string around the book and attach

the paper clip to the strings.2. Use Table 1 in the Data and Observations

section to record your observations.3. If available, use a large balance to find the

mass of the two books.4. Place the book on the floor or on the

surface of a long table. Use the paper clipto hook the spring scale to the book.

5. Pull the book across the floor at a slow butconstant velocity. While pulling, read theforce measured by the spring scale andrecord it in your data table.

6. Repeat step 5 two more times, once accelerating slowly and once acceleratingquickly. Be careful not to pull too hard.Your spring scale will read only up to 10 N.

7. Place a second book on top of the firstbook and repeat steps 3 through 6.

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Table 1

Communicating Your Data

Compare your conclusions with those of other students in your class.

Force-Acceleration Data

Run Force Mass

Conclude and Apply1. Organize the pulling forces from greatest to least for each set of trials. What is the a relation-

ship between the net force and the acceleration of the book?

2. Explain how adding the second book changed your results.

(continued)

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One book

Two books

Hands-On Activities


Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why do you think goggles are recommended for this lab?

2. Do you think it would take more force to move a baseball or a basketball? Why?

Think about a small ball. How many ways could you exert a force on the ballto make it move? You could throw it, kick it, roll it down a ramp, blow itwith a large fan, etc. Do you think the distance and speed of the ball’s motionwill be the same for all of these forces? Do you think the acceleration of theball would be the same for all of these types of forces?

Real-World ProblemHow will the motion of a small toy car varywhen different forces are applied to it?

Form a HypothesisBased on your reading and observations, statea hypothesis about how a force can be appliedthat will cause a toy car to go fastest.

Possible Materialssmall toy carramps or boards of different lengthssprings or rubber bandsstringstopwatchmeterstick or tape measuregraph paper

Goals■ Identify several forces that you can use to

propel a small toy car across the floor.■ Demonstrate the motion of the toy car

using each of the forces.■ Graph the position versus time for each force.■ Compare the motion of the toy car resulting

from each force.

Safety Precautions

Test Your Hypothesis

Make a Plan1. As a group, agree upon the hypothesis and

decide how you will test it. Identify whatresults will confirm the hypothesis that youhave written.

2. List the steps you will need to test yourhypothesis. Be sure to include a control run.Be specific. Describe exactly what you will doin each step. List your materials.

3. Prepare a data table on a separate sheet ofpaper to record your observations.

4. Read the entire experiment to make sureall steps are in logical order and will lead toa useful conclusion.

5. Identify all constants, variables, and controlsof the experiment. Keep in mind that youwill need to have measurements at multiplepoints. These points are needed to graphyour results. You should make sure to haveseveral data points taken after you stopapplying the force and before the car starts toslow down. It might be useful to have severalstudents taking measurements, making eachresponsible for one or two points.

Design Your Own

Comparing Motion from Different Forces

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Follow Your Plan1. Make sure your teacher approves your plan

before you start.2. Carry out the experiment as planned.

3. While doing the experiment, record yourobservations and complete the data tablesyou created.

Communicating Your Data

Compare your data to those of other students. Discuss how the forces you applied mightbe different from those others applied and how that affected your results.

Analyze Your Data1. Graph the position of the car versus time for each of the forces you applied. How can you use

the graphs to compare the speeds of the toy car?

2. Calculate the speed of the toy car over the same time interval for each of the forces that youapplied. How do the speeds compare?

Conclude and Apply1. Evaluate Did the speed of the toy car vary depending upon the force applied to it?

2. Determine For any particular force, did the speed of the toy car change over time? If so, howdid the speed change? Describe how you can use your graphs to answer these questions.

3. Draw Conclusions Did your results support your hypothesis? Why or why not?

(continued)

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Hands-On Activities

Trial 1

Distance Time

0 m

1 m

2 m

3 m

4 m

5 m

Trial 2

Distance Time

0 m

1 m

2 m

3 m

4 m

5 m


Name Date Class

Motion of a Bowling Ball

It takes time to walk somewhere. Sometimes you move quickly, while other times you moveslowly. Other objects might show variation in their movement as well. In this lab, you will graphthe movement of a bowling ball and consider how its motion relates to other kinds of motion.

StrategyYou will make a distance versus time graph of a bowling ball as it rolls.You will relate the motion of the bowling ball to other types of motion.

Materialsbowling ballstopwatches (5–10)large pillow

Procedure1. Line up with other students at equally

spaced distances of 1 m. Your teacher willmark the distances.

2. At the far end of the hall, set up the pillowor other large, soft object. This will preventthe ball from rolling too far.

3. Start your stopwatch when your teacherrolls the ball slowly.

4. When the ball passes you, stop your stop-watch. As the ball passes the other students,they will do the same.

5. Record all of your times in Table 1.6. Clear your stopwatch to prepare for

another trial. This time, your teacher willroll the ball faster.

7. Record your times in Table 2.8. Graph the data for both tables, putting the

data from Table 1 into Graph 1, and thedata from Table 2 into Graph 2. Place thedistance on the vertical axis, and the timeon the horizontal axis.

LaboratoryActivity11

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Graph 1 Graph 2

Questions and Conclusions1. What do you notice about the graphs of the two trials?

2. On a distance versus time graph, what does the slope of the line tell you?

3. On a distance versus time graph, what does a flat (horizontal) line mean?

4. Imagine a bowling ball dropped from a great height. How would the motion of this bowlingball relate to the bowling balls in the lab?

5. What was the speed of the bowling ball in the first trial? In the second trial?


Laboratory Activity 1 (continued)

Name Date Class

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Hands-On Activities


Name Date Class

6. What distance did the bowling balls travel? What is their displacement?

7. How are distance and displacement related?

Strategy Check

Can you graph the speed of an object in motion?

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Friction Predictions

Friction can either be your friend or your foe. In some situations, friction might work in yourfavor, such as when the person driving the car you are riding in applies the brakes. At other times,you may want to do away with as much friction as possible, like when you are trying to open astuck window. Different types of surfaces create different levels of friction and require differentlevels of force to move objects along them. This experiment will examine friction and show youthe effect that different surfaces have on the total forces needed to move objects.

StrategyYou will observe and compare the forces needed to move an object over different types of surfaces.You will examine the principles of static, sliding, and rolling friction.

Materials

LaboratoryActivity22

straight, smooth wooden board about 1-meter-long

small pulley that can be screwed into the boardstringsmall open wooden box with hook on one endstack of booksrough-grade sandpaper sheets

masking tapevegetable oilpaper towels50-g weights with hooks and a variety of other

weights with hooks (8)other surface materials that can be tested

include strips of carpet, nylon material,adding machine paper, burlap, terry cloth,rubber or plastic.

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Procedure1. Attach the pulley to the end of the board so

that the wheel is perpendicular to thelength of the board.

2. Stack the books at the edge of the table.3. Place the board on the books with the

pulley end hanging over the table makingsure that the pulley clears the edge of thetable.

4. Attach one end of the string to the hook onthe wooden box.

5. Place the box on the board and feed thestring through the pulley so it hangs downthe side of the table.

6. Make a loop at the end of the string to beable to hook the weights.

7. Place the weights in the box and at the bottom of the string so that the box doesnot move

8. Record the total weight on your data table.9. Gradually add weight to the box so that it

slides down the board

10. Record the total weight needed to movethe box on your data table.

11. Add additional weight on the bottom ofthe string until the box begins to move upthe incline.

12. Record the total weight to move the box.13. Remove the weights from the box and-

string and remove the box from theboard.

14. Tape sandpaper to the board, making sureit is as smooth as possible where to sheetsmeet.

15. Predict if you will need more or lessweight to move the box on the ramp usingyour different surfaces. Predict which sur-face will require the most and leastamount of weight to move.

16. Repeat steps 5 through 13 for each sur-face, making sure each surface is taut.

17. To test an oiled board, pour some oil on apiece of paper towel and rub into theboard, making sure the board is covered,but not so much that the oil is dripping.Repeat steps 5 through 13.

Wood

Surface WeightNeeded toKeep theBox Still

WeightNeeded toMove BoxDownward

WeightNeeded toMove BoxUpward

Predictions Observations

Sandpaper

Oiled Wood

Other

Other

Other


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Questions and Conclusions1. What data represents the static friction force in your experiment? Explain your answer.

2. What data represents the sliding friction force in your experiment? Explain your answer.

3. In which direction is the frictional force when the box slides down the plane? Explain youranswer.

4. In which direction is the frictional force when the box slides upward on the plane?

5. What part of the apparatus demonstrates rolling friction?

6. Name three ways to make friction work in your favor.

7. Name three situations in which you would want to reduce friction.

8. Name three situations where rolling friction would be more advantageous than sliding friction.

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9. Make a bar graph comparing the static and sliding friction forces needed to move the boxover each type of surface.

10. How do your predictions match your data?

Strategy Check

Can you explain the various types of friction?C

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Surface Type

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Directions: Use this page to label your Foldable at the beginning of the chapter.

What motion?

How far?

How fast?

In what direction?

Name Date Class


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Meeting IndividualNeeds

Meeting Individual Needs

Name Date Class


Directions: Complete the concept map using the terms below.

velocity time position speed distance direction

Directed Reading for

Content Mastery

OverviewMotion, Acceleration, and Forces

Directions: Circle the term in parentheses that correctly completes the sentence.6. An object’s velocity will not change unless it is acted upon by (balanced/

unbalanced) forces.

7. The greater a boulder’s size, the (greater/less) its air resistance.

8. Displacement depends on an object’s distance and (speed/direction) compared toa starting point.

9. An automobile that slows down when approaching a stop sign has (negative/ positive) acceleration.

is itschange in

which is the

and

An object’sacceleration

3. 4.

1.

2.which depends on its

5. the object travelsper unit time

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Section 1 ■ Describing Motion

Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.

1. A sprinter runs 200 m west and 100 m east. Her displacement is _____.a. 300 m b. 100 m west

2. Speed can be calculated by dividing distance by _____.a. time b. displacement

3. The speed of a motorcycle at a particular moment is its _____ speed.a. average b. instantaneous

4. Physical quantities that show both size and direction are called _____.a. rectors b. positions

5. Two cars are each traveling at 72 km/h. One car is traveling northeast,and the other is traveling south. The two cars have different _____ .a. velocities b. speeds

Directions: Look at the graph. Match the letters in the graph to the sentences below.


Content Mastery

5

200

400

800

1200

1000

1400

600

10 15 20 250

Graph of Ruth's Motion

6. Ruth stops for 10 minutes to speak to a friend.

7. She walks at a constant speed of 80 m/min.

8. She jogs 600 m in 5 minutes.

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Directions: Complete the paragraph by filling in the blanks using the terms listed below.

acceleration velocity direction

negative positive time

Acceleration occurs when an object’s 1. ____________________ changes.

When an object speeds up, it has 2. ____________________ acceleration. When

an object’s final velocity is less than its initial velocity, however, it

has 3. ____________________ acceleration. An object that is changing

4. ____________________ is accelerating, even if its speed remains the same.

Acceleration can be calculated by dividing the change in velocity by the

5. ____________________ interval in which the change occurred. The SI unit

of 6. ____________________ is m/s2.

Directions: Match the terms in Column II with the descriptions in Column I. Write the letter of the correct termin the blank at the left.

Column I

7. result in a net force of zero

8. force that prevents two forces incontact from sliding past each other

9. cause an object’s velocity to change

10. a push or pull that can change an object’s motion

11. force that acts in the opposite direction to the motion of a surface sliding on another surface

12. the combined force on an object


Content Mastery

Section 2 ■ AccelerationSection 3 ■ Motion and Forces

Column II

a. force

b. net force

c. unbalanced forces

d. balanced forces

e. sliding friction

f. static friction

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Key TermsMotion, Acceleration, and Forces

Directions: Use the clues below to complete the crossword puzzle.


Content Mastery

4

12

1

5

8

13

14

10

15

11

21

9

6 7

S

S

N

AC

F

F

I

T

S

B

Across2. Speed at a given instant in time is

______ speed.5. change in velocity per unit time8. and 9. ______ ______ causes

objects to fall with different accelera-tions and speeds (two words)

11. forces on an object that are equal instrength but opposite in direction

12. a push or pull that is exerted on anobject

13. the distance and direction of anobject’s final position from its ini-tial position

14. Acceleration is a ______ because ithas a size and a direction.

15. Both ______ and sliding frictionare forces that oppose the motionof two objects that are in contact.

Down1. type of force that can change the

velocity of an object at rest or inmotion

3. Equal, but opposite, forces are saidto result in a(n) ______ force ofzero.

4. force due to the microwelds thatform between two surfaces in contact

6. Total distance traveled divided bythe total travel time is ______speed.

7. distance an object travels per unit time

10. includes both the speed of theobject and the direction it is moving

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Nombre Fecha Clase

Movimiento, Aceleración, y Fuerzas 23

Instrucciones: Completa el mapa conceptual usando los siguientes términos.

velocidad hora posición rapidez distancia dirección

Instrucciones: Haz un círculo alrededor del término que complete correctamente la oración.6. La primera ley de movimiento de Newton establece que la velocidad de un cuerpo

no cambia a menos que una fuerza (equilibrada/desequilibrada) actúe sobre él.

7. Entre más grande sea la masa del peñón, (más/menos) inercia tendrá.

8. El desplazamiento depende de la distancia y (velocidad/dirección) de un cuerpocomparadas con las del punto de partida.

9. Un carro que decelera al acercarse a una señal de Pare está demostrando aceleración (negativa/positiva).

Lectura dirigida para la

Dominio del contenido

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SinopsisMovimiento, Aceleración, y Fuerzas

2.que depende de su

es la tasade cambio de

lo cual es la tasade cambio de

y

La aceleraciónde un cuerpo

3.

5.

4.

1.

el objeto recorre porunidad de tiempo

divisible de

24 Movimiento, Aceleración, y Fuerzas

Nombre Fecha Clase

Instrucciones: Para cada uno de los siguientes, escribe la letra del término o frase que mejor conteste la pregunta.

1. Un corredor corre 200 m al oeste y 100 m al este. Su desplazamiento

es _____.

a. 300 m b. 100 m al oeste

2. La rapidez se calcula dividiendo la distancia entre el _____.

a. tiempo b. desplazamiento

3. La rapidez de una motocicleta en un momento dado es su

rapidez _____.

a. promedio b. instantánea

4. Las placas de la Tierra se mueven solamente unos cuantos _____ al año.

a. centímetros b. metros

5. Dos autos viajan a 72 km/h. Uno viaja hacia el noreste y el otro viajahacia el sur. Los dos autos tienen diferente _____.

a. velocidad b. rapidez

Instrucciones: Observa la gráfica. Coordina las letras de la gráfica con las siguientes oraciones.

6. Ruth se detiene durante 10 minutos para conversar con un amigo.

7. Camina con una rapidez constante de 80 m/min.

8. Corre 600 m en 5 minutos.



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Sección 1 ■ Describe elmovimiento

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Nombre Fecha Clase

Movimiento, Aceleración, y Fuerzas 25

Instrucciones: Completa el párrafo llenando los espacios en blanco con los siguientes términos.

aceleración velocidad dirección

negativa positiva tiempo

Ocurre aceleración cuando cambia el(la) 1. ____________________ de un

cuerpo. Cuando un cuerpo se mueve más rápidamente, muestra aceleración

2. ____________________. Sin embargo, cuando la velocidad final de un cuerpo es

menor que su velocidad inicial, su aceleración es 3. ____________________

_________. Un cuerpo que cambia su 4. ____________________ está acelerando,

aunque su rapidez permanezca igual. La aceleración puede calcularse dividiendo el

cambio en la velocidad entre el intervalo de 5. ____________________ durante el

cual ocurrió el cambio. La unidad SI de 6. ____________________ es m/s2.

Instrucciones: Coordina los términos de la Columna II con las descripciones de la Columna I. Escribe la letra deltérmino correcto en los espacios a la izquierda.

Columna I

7. resulta en una fuerza neta de cero

8. fuerza que actúa en dirección contraria a la que se mueve una superficie al deslizarse sobre otra.

9. hace que cambie la velocidad de un cuerpo

10. empujón o jalón que cambia el movimiento de un cuerpo

11. fuerza de fricción que impide el deslizamiento de dos superficies que están en contacto.

12. la combinación de fuerzas sobre un cuerpo



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f. primera ley delmovimiento deNewton

Sección 2 ■ AceleraciónSección 3 ■ Movimiento y

fuerzas

26 Movimiento, Aceleración, y Fuerzas

Nombre Fecha Clase



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Horizontales1. La rapidez de un objeto en un

momento o punto dado en el tiempose llama rapidez ______.

2. cambio en la velocidad por unidadde tiempo.

3. y 4. La ______ del ______ hace quelos objetos caigan con distinta acel-eración y rapidez. (dos palabras)

5. fuerzas sobre un objeto de igualfuerza pero en dirección opuesta(fuerzas en ______)

6. la distancia y la dirección de la posi-ción final de un objeto en compara-ción con su posición inicial

7. empuje o atracción que se ejercesobre un objeto

8. La aceleración es un ______ porquetiene tamaño y dirección.

9. La fricción ______ y la fricción dedeslizamiento son fuerzas opuestas almovimiento de dos objetos queestán en contacto.

Verticales10. tipo de fuerza que puede cambiar la

velocidad de un objeto en reposo oen movimiento (fuerza en ______ )

11. Se dice que las fuerzas iguales peroopuestas resultan en una fuerza______ de cero.

12. La distancia total recorrida divididapor el tiempo total de desplaza-miento es la rapidez ______.

13. fuerza debida a las microsoldadurasque se forman entre dos superficiesen contacto

14. incluye la rapidez del objeto y ladirección en que se mueve

15. distancia que recorre un objeto porunidad de tiempo

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Directions: The distance-time graph above shows the motion of a student walking to a convenience store for aloaf of bread and returning home. Use the graph to answer questions 1 through 5.

1. In which segment was the student moving at the slowest speed?

2. Which segment indicates that the student might be stopped at the convenience store?

3. In which two segments was the student moving at the fastest speed?

4. In which segment might the student be waiting for a traffic light?

5. Which took longer, walking to the store or walking home?

Directions: Find the mistakes and omissions in the statements below. Rewrite each statement correctly on thelines provided.

6. You can tell an object has moved because its velocity has changed.

7. Displacement is how far an object moves.

8. Average speed is indicated on the speedometer.

9. A vertical line on a distance-time graph indicates that an object is stationary.

10. Speed is calculated by multiplying the time of travel by the distance traveled.

11. A race car driving around a track at 240 km/h has a constant velocity.

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Acceleration

Directions: Answer the following questions on the lines provided.

1. What is acceleration?

2. When is an object accelerating?

3. What is the difference between positive and negative acceleration?

4. State in words how acceleration is calculated.

5. Provide the equation to calculate acceleration.

6. What does the slope of a velocity-time graph indicate?

7. An inline skater traveling in a straight line goes from 3 m/s to 9 m/s in 3 s. What is the acceleration?

Directions: On the lines provided, indicate what kind of acceleration is shown in the following graphs.

Reinforcement22

8. 9. 10.

8.

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10.

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Motion, Acceleration, and Foces 29

Directions: Answer the following questions on the lines provided.

1. Define force.

2. List three forces being exerted as you complete this Reinforcement exercise.

3. You push on the side of a toy truck rolling along the floor. What will happen to the motion ofthe truck?

4. What term refers to the sum of all of the forces acting on an object?

5. If the net force on an object is zero, what do you know about all of the forces acting on the object?

6. When several people are pushing on a large rock and it starts to roll, what do you know aboutthe forces acting on the rock?

7. What is terminal velocity?

8. What causes a change in velocity?

9. What is the force created when an object rolls over a surface?

10. Describe why pebble and a shoe fall with different accelerations and speeds.

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The 400 Meter Dash

One of the most popular races in track and field athletic events is the 400 m dash. Athletes like the talented Michael Johnson have made this a favorite race of spectators.

The 400 m sprint, or dash, is a foot racethat is equal to one lap around the runningtrack. The required distance of an officialtrack is 400 m from start to finish on theinside (near the center) portion of the track.To complete the distance of 400 m on a standard running track, the starting positionsof the runners are staggered, with one runneractually starting at the finish line.

At the sound of a starting pistol, the athletestake off from their fixed positions and speed upto try to advance beyond the other runners.Some runners have a strong “kick,” or an abilityto increase their velocity at the end of the race.

The diagram on the right shows the startingpositions for eight racers in a 400 m race.Look at the diagram and answer the questionsbelow.

Enrichment11

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1. The starting positions indicated on the diagram are typical for a 400 m dash. Why are the runners not all starting together in a straight line?

2. At the completion of a race, what is the displacement of the runner in lane 1? Is this the samefor all the runners? Explain your answer.

3. If a male runner in the fourth starting position ran the 400 m race in 44.40 s, how would youcalculate his average speed? Explain your answer.

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Air Traffic Controllers

1. The ATC notices that airplanes NJ446 and DL267 are flying at the same speed on intersectingcourses. What is the problem and what would you tell the pilots in order to solve the problem?[Hint: It is very difficult for large passenger planes to change altitude quickly.]

2. The planes LA534 and LA639 are coming in for a landing on the same runway which meansthey are each lowering their altitudes. Note that LA534 is traveling at twice the speed of LA639.What must they do to keep from crashing into each other on the runway?

3. Flights A334, NJ446, and DL267 are all flying at about 965 km per hour. Which plane does theATC not have to worry about if the planes on the screen continue at their present rates ofspeed and course?

Air Traffic Controllers (ATCs) have difficult, but extremely important, jobs.To keep the skies around airports collision-free, they must watch a radar screenfor long periods of time. The radar screen shows them where airplanes are in thesky and tells them the velocity of each plane. In addition to velocity, the screendisplays the altitude of the planes. The altitude is the height of the plane fromthe ground.

An ATC must always know where the planes are, where they are headed, and at what velocity and altitude they are flying. The diagram below shows a typicalradar screen an ATC might see. The space between lines represents a distance of80 km. Two of the planes on the screen, LA639 and LA534, are approaching toland at an airport at the center of the radar screen. Examine the diagram. Try and get a three-dimensional idea of where the planes are in the sky before answering the following questions.

Enrichment22

Airport

Air traffic controllerradar screen

= plane

= direction of flightLA534

5486 m643 km/h

LA6392590 m

322 km/h

DL2679753 m

965 km/h

NJ4469753 m

965 km/h

A3348534 m

965 km/h

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Legends of the Fall

One of the first known people to investigatehow objects fall was the Greek philosopher,Aristotle. In the fourth century, B.C., he postu-lated that when two items are dropped, the onethat weighs more falls faster than the one thatweighs less. While this theory seems to makesense to most of us and was accepted for twothousand years, an object's weight does notactually determine which item lands first. It wasnot until the curious Italian mathematician,Galileo, tested Aristotle's theory in the 1500sthat it was proved to be incorrect.

Watch Out!Legend has it that Galileo conducted many

experiments, including those from atop theinfamous Leaning Tower of Pisa. It is said hecarefully compared and timed how items, suchas cannon balls and feathers, fell to the ground.Galileo eventually concluded that without theeffect of air, that is, in a vacuum, all objects,regardless of their weight, shape, or density, fallwith the same acceleration due to the unbal-anced force of gravity alone. While this force isdirectly proportional to the mass of the fallingitem and pulls harder on a heavier objects,more of a pull is required to accelerate theheavier object.

These two forces always cancel each other out,so all items in a vacuum fall at the same rate.

What a DragIn our normal atmosphere, the downward

force of gravity still causes a falling item togain speed at a rate directly proportional to itsmass. But the upward force of air resistancecounteracts the force of gravity and makes theitem fall at a slower rate. Air resistance is cre-ated when falling items collide with millionsof air particles, which causes a force of frictioncalled drag. Items with more surface areaencounter more collisions, and items withgreater speed push through more air, and,thus, experience greater air resistance thansmaller and slower items. When these down-ward and upward forces become equal for afalling object, it has reached its terminal veloc-ity. At this point, the object no longerincreases in speed as it falls. When comparinghow items fall, those that reach their terminalvelocity first will fall more slowly.

While no one knows for sure whetherGalileo actually conducted his experiments,or, for that matter, if he conducted them fromthe Leaning Tower, we do know that his bodyof work is well grounded. Here is a quickexperiment that demonstrates air resistance.

Drop a book and a piece of paper that has a smaller length and width than the book at the sametime from the same height. Observe which one lands first. Now place the paper on top of thebook and drop them. Carefully observe how the items land.

1. Which item reached the ground first each time?

2. Why do the book and paper fall at different speeds when dropped separately?

3. Why do the book and paper land as they do when the paper is on top of the book?

Enrichment33

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Section 1 Describing Motion

A. ______________ occurs when an object changes its position.

1. Motion is ______________ relative to a reference frame, a group of objects that are not

moving ____________ to each other. An object’s ______________ is its distance and

direction relative to one ______________ point in the reference frame.

2. ______________ is the length of the path an object travels.

3. ______________ is the distance and direction of an object’s final ______________ from its

initial position.

a. A ______________ is a physical quantity that includes both size and direction.

B. ______________ the distance an object travels per unit of time, is measured as

______________ per second (m/s) in SI units.

1. Calculation: speed �______________ /time

2. Speed ______________ as an object moves from one place to another.

3. ______________ is speed at a single instant in time.

a. Car ______________ measure instantaneous speed.

4. ______________ is how quickly an object moved over the entire ______________ it

traveled.

a. To calculate it, ______________ total distance by the total travel time.

C. ______________ is the speed of an object and its direction of motion.

1. Like displacement, it is a vector that has ______________, which is the object’s speed, and

has a direction.

2. Velocity can ______________ if the speed and / or direction of the object changes, can

change if the speed of the object remains ______________.

D. A______________-______________ graph shows the motion of an object over a period of time.

1. We plot time on a(n) horizontal ______________ and distance on a(n) ______________

axis.

2. On the graph speed is represented by the ______________, or steepness, of the line.

Note-takingWorksheet

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Note-taking Worksheet (continued)

Section 2 Acceleration

A. ______________ is the change in velocity divided by the ______________ it took for the

change to occur.

1. It has size and direction, so it is a ______________.

a. Its size is the change in ______________.

b. Its ______________ is the direction of the object’s ______________.

2. Acceleration occurs when an object’s ______________ and / or direction of motion

changes.

a. When acceleration and velocity move in the ______________ direction, speed is

increasing.

b. When acceleration and velocity move in opposite directions, speed is ______________.

3. For example, the direction of Earth’s ______________ around the Sun is continually

changing, so Earth is ______________.

B. If the direction of ______________ of an object doesn’t change, you can calculate its

acceleration as follows.

1. ______________ acceleration = (final velocity�initial velocity)/(final time�initial time)

2. ______________�(vf �vi)/(tf � ti)

3. In SI units acceleration uses ______________ per second squared (m/s2).

4. Acceleration is plotted on ______________-______________ graphs.

a. We plot an object’s ______________ on the vertical axis.

b. We plot an object’s time on the ______________ axis.

5. If speed is increasing, final speed is faster than initial ______________ and acceleration

is ______________.

a. ______________ is positive on speed-time graph.

6. If speed is decreasing, ______________ speed is slower than initial speed and acceleration

is ______________.

a. Slope is negative on speed-time ______________.

C. Multiple steep drops and inversion loops in roller coasters produce large ______________.

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Section 3 Motion and Forces

A. ______________, is the push or pull that one object exerts on another object measured in

newtons (N).

1. Force causes a change in ______________ or velocities.

2. ______________ is created when two or more forces act on an object at the same time.

3. Balanced forces are equal in ______________ and opposite in ______________; net force

is zero.

4. ______________ are combined forces that cause the ______________ of an object to

change.

B. Friction opposes the sliding ______________ of two ______________ in contact.

1. It is an inbalanced force that ______________ the speed of an object.

2. ______________ form on bumps and dips in contacting surfaces, causing them to

______________ together.

3. ______________ friction prevents two surfaces in contact from sliding past each other

because force cannot break the microwelds.

4. Sliding ______________ is a force that acts in the ______________ direction to the

motion of a surface sliding on another surface and is than force due to static friction.

5. ______________ friction created when an object rolls over a ______________ is usually a

much smaller force than ______________ friction.

C. ______________ is the frictional force that opposes the motion of objects that move through

the air.

1. It causes objects to fall with ______________ accelerations and speeds.

2. It acts in the direction ______________ to the velocity of an object moving in air.

3. Air resistance on a(n) ______________ depends on it’s speed, ______________, and shape

of the object.

D. ______________ velocity is true when the net force on a falling object from the

______________ force of air resistance and the downward force of ______________ is zero.

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Assessment

Assessment

Name Date Class

Chapter Test (continued)


12. If the acceleration of a skateboarder is ____________________, the skateboarder may besoon coming to a stop.

13. A net ____________________ is necessary for an object to change its motion.

14. When the force of gravity equals the air resistance of a falling object, the object has reached

its ____________________.

15. If two people push on an object between them with equal force but in opposing directions,

the net force is ____________________.

16. ____________________ causes lighter objects to fall more slowly than heavier objects.

III. Applying ConceptsDirections: Answer the following questions on the lines provided.1. Two people travel from Columbus to Cleveland, one by car at an average velocity of 90 km/h,

and one by plane at an average velocity of 300 km/h. Can their displacements be equal? Explain.

2. A science book is being pushed across a table. Can the book have a constant speed and achanging velocity? Explain.

3. Could the book in question 2 have a changing speed and a constant velocity? Explain.

4. A science book is moved once around the perimeter of a table with the dimensions 1 m by 3 m.If the book ends up at its original position,a. What is its distance traveled?

b. What is its displacement?

5. A person walking covers 5.20 m in 10.4 s. How fast is the person moving?

6. A car goes from 16 m/s to 2 m/s in 3.5 s. What is the car’s acceleration?

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Chapter Test (continued)


IV. Writing SkillsDirections: Answer the following questions using complete sentences.1. Can the velocity of a car change when its acceleration is constant? Explain why or why not.

2. Explain why the second hands of a clock cannot travel at constant velocities.

3. In terms of positive, negative, and zero acceleration, how would you describe the motion of astudent moving in a cafeteria lunch line?

4. Will all forces cause an object to accelerate? Explain.

5. If the net force acting on a body is zero, will the velocity be zero? Explain.

6. Explain what determines the size of a frictional force.

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How about a rematch?Section FocusTransparency Activity11

In Aesop’s fable “The Tortoise and the Hare,” a tortoise and a harehave a race. The hare bounds far ahead of the tortoise and then, sureof victory, lies down to rest under a tree. The tortoise passes the rest-ing hare and wins the race.

1. Which animal ran faster?

2. How does the motion of a car racing on an oval track change?

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On the EdgeSection FocusTransparency Activity22

Many people enjoy cross-country and downhill skiing for recre-ation and for exercise. For others, skiing is a competitive sport. In skiraces, fractions of a second can make the difference between winningand finishing second.

1. Describe how the skier’s velocity changes during the race.

2. Why does the skier’s velocity increase as he races downhill?

3. How does being in a tuck position affect a skier’s motion?

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Yanked AroundSection FocusTransparency Activity33

Have you ever been involved in a tug-of-war? If both teams tugequally on the rope, it does not move. But if one team gets the upperhand, they will pull the other team over the line. You have to pullpretty hard to win!

1. The photo shows one team pulling but not moving very much. Inwhich direction must the other team be pulling? Why?

2. If one team tugs the other over the line, what can you infer aboutthe pulls exerted by the two teams?

3. How might sweaty palms on ones team affect the outcome of thecontest?

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Distance/Time Graph

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Teaching Transparency Activity (continued)

1. What information is recorded on the x-axis of the line graph shown?

2. How many minutes does each line on the x-axis represent?

3. In what units is distance measured on the graph?

4. The lines represent three swimmers. What do the slopes of the lines tell you about the swimmers?

5. Which swimmer swam the fastest? Which swimmer stopped for ten minutes?

6. How far did the blue swimmer travel in 15 minutes?

7. How much farther than the slowest swimmer did the fastest swimmer travel in 20 minutes?

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AssessmentTransparency Activity


Directions: Carefully review the diagrams and answer the following questions.

1. Some students planned four games of tug-of-war and tried to pre-dict the outcome of each game. What factor would be importantfor the students to know in order to make an accurate predictionof the outcome?A the type of ground surfaceB the number of people on each teamC the average height of each personD the mass of the rope

2. If all other factors are equal, which picture shows two teams thatare the most equal?F 1 G 2 H 3 J 4

3. If all other factors are equal, which picture shows two teams thatare the least equal?A 1 B 2 C 3 D 4

1 2

3 4

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motion, acceleration, and forces - gasconade county r-ii...

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