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UNITS: mi/h, km/h, m/s, furlongs/fortnight, etc.
meter = distance light travels in
s
second = defined by vibrations of gas atoms in atomic
clocks
These notes begin after the students have
completed the first three pages of the Unit
1 lab. Theyve thus seen that distance is
directly proportional to the square of time,
and that means the ball was speeding up.
So we begin by formally defining those
quantities.
Note that we do NOT yet distinguish
between average and instantaneous speed.
That comes after the next part of the lab.
I am very strict with students about these
procedures. While I seldom grade on their
givens, I take off 2 points for a missing
equation, 1 point off for any missing units
in their calculations or answer, 1 point off
for wrong significant figures in the answer,
and award little if any credit unless all
work is shown.
All work means they have to show the
plugging in of values from their givens,
with units, into their equation. They can
then optionally show more work as
intermediate steps to the answer.
I stress to students that this is how they get
partial credit on their work and ensure it is
decipherable by both me and by them,
including a year or more from now when
they use this in college.
Unit 1: Motion Notes Meadors Inquiry Physics Page 3 of 7
Example 1-1
Phluffy the cat was being chased by a lawnmower. She
travelled 10.0 m at 4.00 m/s.
a) What was her time of travel?
v = 4 m/s
d = 10.0 m
t = ?
b) What was her speed in furlongs/fortnight?
4
m
100
cm
in ft yd furlong 3600 s 24 h 14 day
s m 2.54
cm
12
in
3 ft 220 yd h day ftnight
= 24,051.53901 furlongs/fortnight
=
c) Phluffy hit a wall and stopped in 25.0 s. How far did
she travel while slamming to a halt?
v = 4 m/s
t = 25 s = 25 x 10
-6
s
d = ?
d = vt = (4 m/s)(25 x 10
-6
s) = 100. x 10
-6
m
= or or
I indicate common errors as I work this
example and how many points they would
lose. In my scheme, part a might be
worth 6 points. Id take off 1 pt. for a
wrong or missing equation, 1 pt. for wrong
or missing units, 1 pt. for not having 3 sig
figs in the answer, and 3 points for a
math/algebra error (such as t=dv). So
they could make the algebra mistake and
still get half credit if their work allowed us
both to see that the algebraic
rearrangement was where things went
awry. But they could also lose half of the
credit through careless notational errors.
Part b demonstrates unit conversions. I
insist they know how to do this, although I
will accept work where their calculator
made the conversion. I warn them that if
they have to borrow a calculator from me,
it wont do those unit conversions.
Next I assign Unit 1: Worksheet A.
The next day I walk to each student, assigning points for the number of problems completed,
even if they are wrong, and not yet taking off for notational errors. The focus is on them
showing work, and I personally point out to them repetitive mistakes he or she has made, such
as not showing equations or units or sig figs.
Then I go over the worksheet with them on an overhead projector or document camera,
pointing out how I showed my work. The final fly problem gives some of them fits, especially in
how to show their work. As I walked around the room, I had noted successful solutions to the fly
problem using various methods, and I call upon those students to work it on the board.
Unit 1: Motion Notes Meadors Inquiry Physics Page 4 of 7
The next task is to have the students calculate the speeds on the lab, filling in that last column,
and then constructing graphs to determine how the speed was changing as the ball went down
the ramp. They quickly figure out to graph speed on the y-axis and time on the x, and they use it
to complete the lab.
When I go over that part of the lab with them, I check that they are seeing how the speed was
steadily increasing as time went by. This sets up the disequilibration of what speed really
means.
I put a track on the demo desk, marking with tape the , , and full length of a run. I ask
them to discuss in their groups this question:
Where along the track was the ball going the speed you indicated in the table?
I then have them vote by hand on where they think that speed occurred. Few will correctly
indicate it was of the way down from the starting point. Instead, most will say it occurred at
the halfway point, or point, or at the end of the track.
That lets me then have them consider what distance/time really means. They eventually see
that it gives average speed, while my question was about an instantaneous speed. Once they
grasp that, I use their linear v vs. t graph to identify that the average speed in the table must
have occurred halfway along a run in time, not distance. And then we look on the parabolic d vs.
t graph for where a ball is halfway along a run in timeand it is only of the way along its
journey.
To prove the point, I hand out a stop watch to each group. The timers time how long a full run
of the ball down my demo desk track takes. Then we cut that in half, and they are to yell out as
soon as that much time elapses. Everyone else keeps their eye on the ball. Theyll see that the
timers yell out when the ball has not yet even reached the halfway point. (Reaction time delay
means they wont yell out precisely when it is of the way along the journey.)
That is the setup for the next part of the notes. First we go back and fix the earlier speed
equation, adding a bar over the v to indicate that d/t yields average speed. And we use the
linear v vs. t graph to understand that average speed is also calculated by simply adding the
initial and final instantaneous speeds together and then dividing by two.
Unit 1: Motion Notes Meadors Inquiry Physics Page 5 of 7
Average vs. Instantaneous Speed
where v
i
= initial speed and v
f
= final speed
and v
i
and v
f
are the speeds at a given instant, or instantaneous speeds.
In the lab the ball was speeding up steadily, so its average speed occurred halfway along the journey in
time:
Graph Slopes
The slope of a distance vs. time graph is the objects speed.
The slope of a speed vs. time graph is the objects acceleration.
In our lab the speed increased steadily, so the acceleration was
constant.
acceleration = rate of speed change;
UNITS: m/s
2
, mi/h
2
, (mi/h)/s, etc.
Now it is time to introduce the concept of
the meaning of the slope of each graph and
the concept of acceleration. Some students
will have already used the term in the lab.
Unit 1: Motion Notes Meadors Inquiry Physics Page 6 of 7
Graphs of 1-d Motion
I call upon a different
student to help me
draw each of these
graphs, thus hitting at
least 12 students
during the lecture.
I can hit another 8
students by repeatedly
asking them what the
slope of each graph
shape is and what we
call that slope. For
example, the slope of d
vs. t in the steady
speed case is a
constant positive
number, so the object
has a constant positive
speed. (That will get a
few students thinking
about what a negative
slope would mean, and
the golf ball graph on
Worksheet A can be a
resource for seeing
how it indicates
whether the object is
moving toward or
away from you.)
By the way, the name
for the slope of an
acceleration vs. time
graph is the jerk.
For the final set of
graphs, I ask all of the
students to sketch all
three graphs, looking
for a pattern in the
data. Most will spot
how the graph shapes
are shifting to the
right as you work
down the page.
The final d vs. t graph
has a steeper cubic
shape, not a quadratic
or parabolic one.
After these notes I assign Worksheet B on
graphs.
After that they do Worksheet C, using
algebra to create five new equations from
the existing three equations we have in the
notes.
That sets the stage for the final examples.
Unit 1: Motion Notes Meadors Inquiry Physics Page 7 of 7
Example 1-2
Phluffy accelerates from 2.50 m/s to 7.00 m/s over 16.0 m.
How much time did this take?
v
i
= 2.5 m/s
v
f
= 7 m/s
d = 16 m
t = ?
so thus
t = 3.37 s
Example 1-3 (example 1-2 in AP Physics B)
Phyllis Physics was driving at 90.0 km/h (55 mi/h) when a cat jumped out in the road 40.0 m in
front of her car. Phyllis hesitated 0.750 s before braking at 10.0 m/s
2
. Did she hit the cat?
COASTING
t = 0.75 s
d = ?
so
BRAKING
a = 10.0 m/s
2
v
i
= 25 m/s
v
f
= 0
d = ?
v
f
2
= v
i
2
+ 2ad so
d = 31.25 m
d
total
= d
coasting
+ d
braking
= 18.75 m + 31.25 m = 50.0 m
Yes; 50.0 m > 40.0 m
I skip example 1-2 in my trig-
based AP Physics B class, so
example 1-3 shown here becomes
example 1-2 in that course.
Alternatively one can set the total distance to be 40 m and solve for final speed. It will be positive,
meaning the car is still moving and the cat is hit. This problem is based on an incident that happened to
me near the Crazy Horse monument in South Dakota; happily the cat used up 1 of its 9 lives and survived.
I follow this with Worksheet D, then create and administer a quiz over Unit 1.