Chapter 5Chapter 5 Chapter Organizer - irion-isd.org · Reviewing Physics: Mastering the TEKS . 80B...

80A

8 class sessions

5.1 Graphing Motion in OneDimension, pp. 82–89(1 class session)

Pocket Lab: Uniform or Not?,p. 87

Earth Science Connection:p. 89

Pocket Lab: A Ball Race, p. 91Pocket Lab: Bowling Ball

Displacement, p. 93

Physics & Technology: TheZero Gravity Trainer, p. 95

Help Wanted: p. 98Pocket Lab: Direction of

Acceleration, p. 99Design Your Own Physics Lab:

Ball and Car Race, p. 100

Transparency 6: Position Versus Time

Transparency 7: Velocity Versus Time

Lesson Plans: p. 10

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Lesson Plans: p. 11

Lesson Plans: p. 12Graphing Calculators in the

Science Classroom L1

Lesson Plans: p. 13Problems and Solutions

Manual: Chapter 5 L1

Study Guide: pp. 25–27 Transparencies 6, 7 Masters

and Worksheets: pp. 13–16

Physics Lab and Pocket Lab Worksheets: p. 19

Enrichment: pp. 9–10 L1

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Study Guide: p. 28 Physics Lab and Pocket Lab

Worksheets: pp.20–21 Reteaching: p. 6 L1

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Study Guide: p. 29 Physics Lab and Pocket Lab

Worksheets: pp. 17–18, 22

Critical Thinking: p. 8 Laboratory Manual: pp. 21–26 L1

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Study Guide: p. 30 Laboratory Manual: pp. 27–30 Physics Skills: Skill 16 Motion,

p. 33 L1

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Chapter Review, pp. 107–115(1 class session)

5.2 Graphing Velocity in OneDimension, pp. 90–93(2 class sessions)

5.3 Acceleration, pp. 94–103(2 class sessions)

5.4 Free Fall, pp. 104–106(2 class sessions)

SummaryKey TermsReviewing ConceptsApplying ConceptsProblemsCritical Thinking ProblemsGoing Further

TestCheck SoftwareMindJogger Videoquizzes

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Chapter 5 Chapter OrganizerChapter 5 Chapter Organizer

Contents Text Features Teaching Aids Student Masters

Chapter Assessment:pp. 17–22

Supplemental Problems:Chapter 5

Spanish Resources: Chapter 5

Cooperative Learning in theScience Classroom

COOP LEARN

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Science and Technology Videodisc Series (STVS)Physics: New Skid ControlThe Mechanical Universe VideotapeQuad 3: Kinematics and Scientific Methods

The Law of Falling Bodies

Physics for the Computer Age CD-ROMMATHEMATICAL RELATIONSHIPS: Pile Driver

Graphical RelationshipsACCELERATION: Introduction to Acceleration

MindJogger Videoquizzes Chapter 5

The following multimedia resources are available from Glencoe.

Texas Lesson Plans

Reviewing Physics:Mastering the TEKS

80B

A Mathematical Model of MotionA Mathematical Model of Motion

5.1 Graphing Motion in One Dimension1. Interpret graphs of position versus time for a mov-

ing object to determine the velocity of the object.2. Describe the information presented in graphs and

draw graphs from descriptions of motion.3. Write equations that describe the position of an

object moving at constant velocity.

5.2 Graphing Velocity in One Dimension4. Determine, from a graph of velocity versus time, the

velocity of an object at a specified time.5. Interpret a v-t graph to find the time at which an

object has a specific velocity.6. Calculate the displacement of an object from the

area under a v-t curve.

5.3 Acceleration7. Determine from the curves on a velocity-time graph

both the constant and instantaneous acceleration.8. Determine the sign of acceleration using a v-t graph

and a motion diagram.9. Calculate the velocity and the displacement of an

object undergoing constant acceleration.

5.4 Free Fall10. Recognize the meaning of acceleration due to gravity.11. Define the magnitude of the acceleration due to gravity

as a positive quantity and determine the sign of theacceleration relative to the chosen coordinate system.

12. Use the motion equations to solve problems involv-ing freely falling objects.

Page 100ball, steel, 1-in.car, battery-poweredgrooved track (90 cm)paper, graphstopwatchtape, maskingwood block

Page 87ball, steelbookmeterstickstopwatchtape, maskingU-channel

Page 91ball, steel (2)book

meterstickU-channel

Page 93bowling ballstopwatch (3)

Page 99cart, laboratorylevel, bubblestring (50 cm)tape, masking

5–1, Page 86car, battery-poweredfishing line (3.0 m)paper, 2.5 m longpen, markingplastic straw, 5 cmtape, maskingtape recordertape recording with

beeps

5–2, Page 90cardboardmotion detector,

sonic type5–3, Page 96

cart, laboratoryinclined planemotion detector,

sonic type

DemonstrationsPocket LabPhysics Lab

1(A), 2(B), 2(C), 2(D), 3(B), 4(A),4(B)

UCP.1, UCP.2, UCP.3, A.1, A.2, B.4, E.1, E.2

Objectives State/Local StandardsNational ScienceContent Standards

1(A), 2(B), 2(C), 2(D), 3(B), 4(A),4(B)

UCP.2, UCP.3, A.1, A.2, B.4

1(A), 1(B), 2(A), 2(B), 2(C), 2(D),2(E), 3(B), 3(D), 4(A), 4(B)

UCP.2, UCP.3, A.1, A.2, B.4, E.1, E.2

1(A), 1(B), 2(A), 2(B), 2(C), 2(D),2(E), 3(B), 3(E), 4(A), 4(B)

UCP.2, UCP.3, A.1, A.2, B.4, G.1, G.2, G.3

Activity and Demonstration Materials

Free FallHeld down by shoulder

bars, you stop for a

moment at the top.

The supports under the

car are released, and

you’re in free fall,

dropping faster and

faster for a time interval

of 1.5 s. How far will

you drop and how fast

will you be going the

instant before the car

reaches the bottom?

➥ Look at the ExampleProblem on page 105for the answer.

A MathematicalModel of MotionChapter OverviewTwo mathematical models ofmotion are introduced. Motion isquantitatively represented by graphsand by equations. The two represen-tations are introduced together;then, motion with constant acceler-ation is analyzed using equations.Finally, the most common kind ofmotion with constant acceleration,free fall caused by gravity, is studied.

Key Termsacceleration due to gravityconstant accelerationinstantaneous accelerationuniform motion

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Learning Styles

Look for the following logo for strategies that emphasize different learning modalities.

Kinesthetic Activity, p. 82; Pocket Lab, pp. 87, 91, 93, 99; Design Your OwnPhysics Lab, p. 100

Visual-Spatial Assessment, pp. 84, 92, 97, 105; Tech Prep, p. 84; MeetingIndividual Needs, p. 85; Close, p. 89; Physics Journal, pp. 92, 98

Interpersonal Checking for Understanding, p. 103; Cooperative Learning, p. 104

Intrapersonal Concept Development, p. 83

Linguistic Physics Journal, pp. 85; Close, p. 93

Logical- Activity, p. 86; Enrichment, p. 88; Connections To Biology, Mathematical p. 88; Tech Prep, p. 95; Meeting Individual Needs, p. 99

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5CHAPTER

PHYSICSBe sure to check the GlencoeScience Web site for links to chapter material: science.glencoe.com

STUDENT EDITIONPhysics Lab: p. 100Pocket Labs: pp. 87, 91,

93, 99

TEACHER EDITIONDemonstrations: pp. 86,

90, 96Quick Demos: pp. 81, 84, 90,

101, 105Activities: pp. 82, 86

LABORATORY MANUALLabs 5.1, 5.2

http://science.glencoe.com

For pure heart-stopping excitement, nothing beats a ride on theDemon Drop at Cedar Point Amusement Park. Enthusiastssay its free-fall drop of 60 feet is the ultimate rush. Isn’t the

excitement of most of the rides the rapid and unexpected changesin speed and direction? And what about those roller-coasterlurches and sudden stops; the swaying and the hairpin turns?Your favorite rides are probably the ones with the sharpest turnsand the most precipitous drops. Your ticket to ride entitles you toscream while your stomach sinks into your shoes.

What’s hard to imagine is that the Demon Drop and its neigh-boring roller coaster, the Millennium 2000, depend on the samebasic principles of physics. Once your Demon Drop car reachesthe top of the tower, no motors, engines, pulleys, or other energysource interferes with your fall. The same is true for roller coasters. Initially, cables pull the coaster cars to the top of the firsthill. From there the laws of physics take charge, propelling therides downhill, up again, through loops and spirals at speeds of 37 km/h (60 mph) or more. In fact, many amusement park rides,from the gently circling carousel and Ferris wheel to the tilt-o-whirl and roller coaster, offer rides that can be specified anddescribed in mathematical terms.

The vectors you learned about in Chapter 4, together with theconcepts of velocity and acceleration, can help explain why amuse-ment parks are fun. They also explain how such hair-raising ridesas the Demon Drop and Millennium 2000 roller coasters simu-late danger while remaining safe.

A MathematicalModel of Motion

WHAT YOU’LL LEARN• You will continue your

study of average and instantaneous velocity, and acceleration.

• You will use graphs andequations to solve problemsinvolving moving objects,including freely fallingobjects.

WHY IT’S IMPORTANT• The rapid pace of life today

means that modern cars,planes, elevators, and otherpeople-moving vehiclesoften are designed to accel-erate quickly from rest to thehighest speed deemed safe,and then continue at thatspeed until they reach theirdestinations.

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PHYSICSTo find out more about motion, visit the Glencoe Science Web site at science.glencoe.com

Introducing the ChapterUSING THE PHOTO

Ask students about their experienceswith amusement park rides similarto the Demon Drop. What did theyfeel? When did they feel it? Whenphysics classes visit the DemonDrop, one of the suggested experi-ments is to have students place acoin on their knee while they ride.Ask how they would expect the cointo behave. Because the coin and therider are in free fall together, the coinwould float just above the knee.

Ask students to explain how thevelocity of the rider changes duringthe ride; that is, what accelerationdoes the rider experience? Startingat rest, the velocity increases in thedownward direction; the acceleration isdownward. At the bottom, the directionchanges from vertical to horizontal,and the cart is brought to rest; at theend, the acceleration is in a directionopposite the velocity of the cart.

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CAUTION: Wear goggles. Manyinexpensive, visual accelerome-ters are available. Physics supplyhouses sell others designed to be used at amusement parks. Abubble level found in hardwarestores also can be used. Use anytransparent level on an overheadprojector for this demo. Holdthe level still. Then, suddenlybegin moving it at a constantspeed. Next, bring it to a halt.Ask students what happened tothe bubble. It was centered whenthe device was at rest and movingwith a constant speed. It movedforward when the acceleration wasin the same direction as the velocityand backward when the accelera-tion was in the backward direction.Explain that this bubble deviceresponds to acceleration just asyour stomach does on anamusement park ride.

DEMOQUICK

Assessment OptionsPORTFOLIO ASSESSMENT

Portfolio Assessment, TWE, p. 84Physics Journal, TWE, p. 98

PERFORMANCE ASSESSMENTPhysics Lab, SE, p. 100Physics Lab, TWE, p. 100Pocket Labs, SE, pp. 87, 91, 93, 99

KNOWLEDGE ASSESSMENTSection Review, SE, pp. 89, 93, 103, 106

Chapter Review, SE, pp. 107–115Practice Problems, SE, pp. 85, 87, 89, 93,

97, 98, 102, 106Demonstration, TWE, p. 97Knowledge Assessment, TWE, p. 92

SKILL ASSESSMENTSkill Assessment, TWE, pp. 92, 97, 105Demonstration, TWE, pp. 87, 91


You have learned how to describe motion in terms ofwords, sketches, and motion diagrams. In this chapter,

you’ll learn to represent one-dimensional motion by means of a graph ofposition versus time. Such a graph presents information not only about thedisplacement of an object, but also about its velocity.

The other tool that is useful for certain kinds of motion is an equationthat describes an object’s displacement versus time. You can use a position-time graph and this equation to analyze the motion of an objectmathematically and to make predictions about its position, velocity, andacceleration.

Position-Time GraphsHow could you make a graph of the position of the Demon Drop

at various times? Such a graph would be a position-time graph. You will learn to make a p-t graph for the Demon Drop, but first, consider asimpler example. A physics student uses a camcorder to record themotion of a running back as he runs straight down the football field tomake a touchdown. She records one frame each second and producesthe motion diagram shown in Figure 5–1. From the motion diagram,the physics student obtains the data in Table 5–1. Because she choosesthe x-coordinate axis, the symbol x in this problem represents distancefrom his own goal line.

Notice the origin of the coordinate system in Figure 5–1. Time wasset to zero when the running back began to move with the ball, but theorigin of the x-axis was not chosen to be his initial position. Instead, hebegan 10 m from the origin.

Two graphs of the running back‘s motion are shown in Figure 5–2. Inthe first graph, only the recorded positions are shown. In the secondgraph, a curve connects each of the recorded points. These lines representour best guess as to where the running back was in between the recordedpoints. You can see that this graph is not a picture of the path taken by theball carrier as he was running; the graph is curved, but the path that hetook down the field was not.

OBJ ECTIVES• Interpret graphs of position

versus time for a movingobject to determine thevelocity of the object.

• Describe in words theinformation presented ingraphs and draw graphsfrom descriptions of motion.

• Write equations thatdescribe the position of anobject moving at constantvelocity.

5.1 Graphing Motion in One Dimension

82 A Mathematical Model of Motion

Time, Position,t (s) x (m)

0.0 10

1.0 12

2.0 18

3.0 26

4.0 36

5.0 43

6.0 48

TABLE 5–1Position versus Time

10 m 20 m 30 m 40 m 50 m

+x

Begin End

FIGURE 5–1 The football playerbegan at 10 m and ran in thepositive x direction.

PREPAREContent RefresherIf needed, review velocity, accelera-tion, motion diagrams, assignmentof coordinate systems, and funda-mentals of graphing data and interpreting graphs.

BridgingStudents will use their experience in sketching the problem and indrawing motion diagrams fromChapter 3. The direction of accel-eration obtained from motion diagrams will be used to check theresults of the representation ofmotion by graphs and equations.

1 FOCUSAsk students to recall the uses ofgraphs that they have learned aboutin mathematics. If necessary, reviewthe sections of Chapter 2 thatdescribe graphs.

2 TEACHActivity

Kinesthetic A vital aid tounderstanding motion is the kines-thetic sense, the sense obtained byphysically moving according to atable of positions, a graph, or anequation. Place markers along awall according to the pattern ofTable 5–1 on page 82. Instead ofmeasuring distances in meters, useunits of floor tiles (about 9 in.).Have students walk the motiondescribed in the table. Ask them to start at the first marker, then asyou clap your hands at 1-s intervals,advance to the next marker. If stu-dents arrange themselves in a line,the second student can be onemarker behind the first, and soforth. At the conclusion, ask themto describe how they felt whiledoing the exercise. How did theyexperience the acceleration, bothspeeding up and slowing down?

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SECTION 5.1

CD-ROMInteractive PhysicsTo create physics simulations for your stu-dents, use the Interactive Physics CD-ROM.

Program Resources

Study Guide, pp. 25–27 Transparencies 6, 7 and Masters

Enrichment, pp. 9–10 Physics Lab and Pocket Lab Worksheets,

p. 19 L1

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What is an instant of time? How long did the running back spendat any location? Each position has been linked to a time, but how longdid that time last? You could say “an instant,” but how long is that? If aninstant lasts for any finite amount of time, then, because the running backwould be at the same position during that time, he would be at rest. Buta moving object cannot be at rest; thus, an instant is not a finite period oftime. This means that an instant of time lasts zero seconds. The symbol xrepresents the instantaneous position of the running back at a particularinstant of time.

Using a Graph to Find Out Where and WhenWhen did the running back reach the 30-m mark? Where was he

4.5 s after he started running? These questions can be answered easilywith a position-time graph, as you will see in the following exampleproblem. Note that the questions are first restated in the language ofphysics in terms of positions and times.

5.1 Graphing Motion in One Dimension 83

Data from a Position-Time GraphWhen did the running back reach the 30-m mark? Where was he

after 4.5 seconds?

Strategy:

Restate the questions:

Question 1: At what time was the position of the object equal to 30 m?

Question 2: What was the position of the object at 4.5 s?

To answer question 1, examine the graph to find the intersection of the curve with a horizontal line at the 30-m mark.

To answer question 2, find the intersection of the curve with a vertical line at 4.5 s (halfway between 4 s and 5 s on this graph).

The two intersections are shown on the graph.

x (m)

40

30

20

10t (s)

0 1 2 3 4 5 6

x (m)

40

30

20

10t (s)

0 1 2 3 4 5 6

FIGURE 5–2 Only the plottedpoints are known. The lines join-ing the points are best guessesas to the position of the runningback.

x (m)

0 1 2 3 4 5 6

40

30

20

10 t (s)

a b

Example Problem

UncoveringMisconceptions The concepts of instantaneous posi-tion and velocity are difficult forstudents to understand, so empha-size the meaning of an “instant oftime.” Ask students what a shorttime interval is. As a review of metricprefixes, lead them through the pro-gression of ms, �s, ns, ps, and soon. End with an instant being shorterthan any measurable interval.

Concept DevelopmentIntrapersonal Although

graphs are used in all branches ofscience and students have had prac-tice making and reading graphsthroughout school, many studentsstill have difficulty in obtaininginformation from position-timeand velocity-time graphs. Helpthem understand the powerfulnature of these graphs by providinga variety of graphs and asking themto obtain both position and timeinformation from them. ELLL1

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Cultural DiversityCultural DiversityFireworks have long been an exciting part ofmany celebrations around the world. The firstuse of fireworks is attributed to the Chinese,who invented gunpowder and used it to makerockets. Although they used the rockets asweapons, they also used them to create fire-works displays. Some of the materials used inmodern fireworks are different from thoseoriginally used by the Chinese, but most fire-works still use the same principles first devel-oped in China.

A fireworks rocket must accelerate quicklyto a velocity that will carry the payload to theheight where it can be seen as it explodessafely. What factors determine how quickly arocket must accelerate? Some of them are theheight the rocket must reach, how quickly thefuse to the fireworks payload will burn, howquickly the rocket fuel will burn, and howmuch of the rocket can be used to hold fuel.

Texas TEKS

Pages 80–81: 4(B) Pages 82–83: 4(A), 4(B)

Graphing the Motion of Two or More ObjectsPictorial and graphical representations of the running back and two

players, A and B, on the opposing team are shown in Figure 5–3. Whenand where would each of them have a chance to tackle the runningback? First, you need to restate this question in physics terms: At whattime do two objects have the same position? On a position-time graph,when do the curves representing the two objects intersect?


Interpreting Position-Time GraphsWhere and when do defenders A and B have a chance to tackle

the running back?

Strategy:

In Figure 5–3, the intersections of the curves representing themotion of defenders A and B with the curve representing themotion of the running back are points.

Defender A intersects with running back in 4 s at about 35 m.

Defender B intersects in 5 s at about 42 m.

From Graphs to Words and Back AgainTo interpret a position-time graph in words, start by finding the posi-

tion of the object at t � 0. You have already seen that the position of theobject is not always zero when t � 0. Then, examine the curve to seewhether the position increases, remains the same, or decreases withincreasing time. Motion away from the origin in a positive direction hasa positive velocity, and motion in the negative direction has a negativevelocity. If there is no change in position, then the velocity is zero.

+x

Runningback

A B

Running back and B meet +x

Running back and A meet +x

A

B

x (m)

40

30

20

10 t (s)0 1 2 3 4 5 6

FIGURE 5–3 When and wherecan A and B tackle the runningback?

Example Problem

Concept DevelopmentAsk students what it means for two objects to collide. Focus theirdescriptions on physics terms, ultimately refining the definition to two objects being at the sameposition at the same time.

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PORTFOLIO Have students col-lect in their journals sketches ofgraphs and illustrate the infor-mation that can be obtainedfrom them. Have them start with finding position and timefrom a position-time graph, asillustrated in the example prob-lems on pages 83 and 84. LSL1

Assessment

CAUTION: Wear goggles. Use two friction- or electric-powered vehicles. One shouldhave a higher speed than theother. First, have them bothmove in the same direction withthe slower starting ahead of thefaster. Define the coordinate system carefully, and then havestudents determine where and at what time the vehicles willcollide.

DEMOQUICK

TRACKING MOTION

Visual-Spatial An ultrasonic motiondetector, whether used with a computer ora graphing calculator, provides a valuabletool for helping students understand bothposition-time and velocity-time graphs. Anexcellent use of it is to ask students to walkin a way that produces a preselected x-t orv-t graph. ELLL1

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TECHPREPCAUTION: Wear goggles. Repeat the otherQuick Demo on this page to model theexample problem on page 85. Have thetwo vehicles move toward each other fromopposite directions. Demonstrate that sev-eral coordinate systems are possible: thepositive axis in the direction that eithervehicle is moving and the origin at thestarting point of either vehicle. Have students determine where and at whattime the vehicles will collide.

DEMOQUICK

Texas TEKS

Pages 84–85: 4(A), 4(B)

Describing Motion from a Position-Time GraphDescribe the motion of the players in Figure 5–3.

Strategy:

The running back started at the 10-m mark and moved in the positive direction, that is, with a positive velocity.

Defender A started at 25 m. After waiting about 1.5 s, he alsomoved with positive velocity.

Defender B started at 45 m. After 3 s, he started running in theopposite direction, that is, with a negative velocity.

1. Describe in words the motion of the four walkers shown by the four lines in Figure 5–4. Assume the positive direction is east and the origin is the corner of High Street.

2. Describe the motion of the car shown in Figure 5–5.3. Answer the following questions about the car whose motion is

graphed in Figure 5–5.a. When was the car 20 m west of the origin?b. Where was the car at 50 s?c. The car suddenly reversed direction. When and where did

that occur?

–30

–20

–10

0A

BC

D

E10

20

30

10 200 30 40 50 60 70

d (m)

t (s)


East

High St.

West

x

t

A

B

CD

FIGURE 5–4 FIGURE 5–5

Uniform MotionIf an airplane travels 75 m in a straight line in the first second of its

flight, 75 m in the next second, and continues in this way, then it ismoving with uniform motion. Uniform motion means that equal dis-placements occur during successive equal time intervals. A motion dia-gram and a position-time graph can be used to describe the uniformmotion of the plane.

Example Problem

Practice Problems

Have students refer to Appendix Cfor complete solutions to PracticeProblems.1. A starts at High St. and walks

east at constant velocity. Bstarts west of High St. andwalks east at slower constantvelocity. C walks west fromHigh St., first fast, but thenslowing to a stop. D starts eastof High St. and walks west atconstant velocity.

2. The car starts at the origin,moves backward (selected tobe the negative direction) at a constant speed of 2 m/s for 10 s, then stops and stays at that location (�20 m) for20 seconds. It then moves for-ward at 2.5 m/s for 20 secondswhen it is at �30 m. It imme-diately goes backward at a speedof 1.5 m/s for 20 s, when it hasreturned to the origin.

3 a. Between 10 and 30 s.b. 30 m east of the originc. At point D, 30 m east of the

origin at 50 s.

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Practice Problems

Linguistic Uniformmotion, or motion at a constantvelocity, was discussed inChapter 3. Help students makethe transition from descriptionand motion diagram to graph.Ask them to write a paragraph in their journals interpreting the graph of the motion of theairplane in Figure 5–6 by identi-fying the position of the plane at a variety of times. L1

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Physics JournalPhysics Journal

Concept DevelopmentEven though the concept of theslope of a line is likely to be famil-iar to students, its interpretation asa physical quantity may not be.Figure 5–7 helps make the connec-tion between increasing slope andincreasing speed.

Learning Disabled Have one student sit ina wagon with a handful of beans. The studentis to drop one bean every second according to the command of another student who usesa stopwatch to count out loud for 5 to 10 s.Another student pulls the wagon, making aconcerted effort to move at constant speed.Ask students to make a table of the positionof each bean and the time at which it wasdropped. Have them use these data to draw

a graph of the motion and determine the slope of the line. Have them create a motiondiagram. Repeat the exercise with the wagonmoving at a greater speed, and have studentscompare the results. LSELLL1

Meeting Individual NeedsMeeting Individual Needs

The line drawn through the points representing the position of theplane each second is a straight line. Recall from Chapter 2 that one ofthe properties of a straight line is its slope. To find the slope, take theratio of the vertical difference between two points on the line, the rise,to the horizontal difference between the same points, the run.

slope � �r

r

u

is

n

e�

Figure 5–6 shows how to determine the slope using the points at 1 sand 2 s. Any set of points would produce the same result because astraight line has a constant slope.

When the line is a position-time graph, then rise � �d and run � �t,so the slope is the average velocity.

slope � v� � ��

�

d

t� � �

d

t1

1

�

�

d

t0

0�

Thus, on a position-time graph, the slope of a straight line passingthrough the points on the graph at times t0 and t1 is the average velo-city between any two times. In Figure 5–6, notice that when t0 is 1 s andt1 is 2 s, d0 equals 115 m and d1 equals 190 m. The average velocity ofthe airplane v� � (190 m � 115 m)/(2 s � 1 s) � 75 m/s.

Note that the average velocity is not d/t, as you can see by calculatingthat ratio from the coordinates of the points on the graph. Check thisfor yourself using Figure 5–6. You will find that when t � 2 s and d � 190 m, the ratio d/t is 95 m/s, not 75 m/s, as calculated in the previous equation.

What do position-time graphs look like for different velocities? Lookat the graph of three bike riders in Figure 5–7. Note the initial positionof the riders. Rider A has a displacement of 4.0 m in 0.4 s, so the aver-age velocity of rider A is the following.

v�A � ��

�

d

t� � � �

4

0

.

.

0

4

m

s� � 10 m/s

What is the average velocity, v�B, of rider B? The slope of the line is lessthan that for rider A, so the magnitude of the velocity of rider B shouldbe smaller. With a displacement of 4.0 m in 0.6 s, the speed is 6.7 m/s,less than that of A, as expected.

2.0 m � (�2.0 m)��

0.4 s � 0 s


0 1 2 3

d (m)280

240

200

160

120

80

40

0

d1

d0

t0 t1

�d

t (s)

+x

d (m)

6

4

2

0

–2

– 4

–6

A

t (s)

B

C

0.2 0.4 0.6 0.8

FIGURE 5–6 The regularchange in position shows thatthis airplane is moving with uniform velocity.

FIGURE 5–7 You can tell in thegraph below that the riders aretraveling at different velocitiesbecause the three lines repre-senting their velocities have different slopes.

ActivityHelp students improve theirability to estimate physical

quantities and produce graphs ofrealistic situations. You will need to have helped them measure orestimate the width of the classroomor the length of some part of it.They should also have had somepractice in measuring time intervals.Announce that you are going towalk across the width of the class-room and they are to produce aposition-time graph of your walk.First, walk across the room at a uni-form, brisk rate. Repeat the walkseveral times so that students canpay close attention to your positionfor one walk and the time foranother. Ask them to calculate thespeed at which you walked. Then,walk in the other direction at aslower rate. Again, repeat the walkas needed and ask students to findyour speed. Finally, walk across halfthe classroom briskly and the otherhalf slowly. Work with students tosee that your speed (and thus theslope of their graph) changed not atthe half-time mark, but at the half-distance mark. LSELLL1

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DEMONSTRATION 5-1

PURPOSE To make and interpret the graph of themotion of a toy car

MATERIALS Battery-powered car, marking pen, 2.5-m-long paper, masking tape, 5-cmlength of plastic straw, 3.0-m nylon fishing line, tape recorder, tape recordingwith beeps every 1.0 s

PROCEDURE 1. Tape the short length of straw to the

underside of the car. 2. Thread the fishing line through the

straw, and tape both ends of the line to the ends of the paper.

3. Mark a reference about two car lengthsfrom one end of the paper.

4. Turn on the tape recording. Turn onthe car and start it at the end of the

paper. Note: The car must be moving at full speed before it reaches the reference line.

5. Mark the position of the back of the car at every beep until you have at leastfive marks.

6. If you have more than one car or if thecar has more than one speed, repeatthe procedure.

What about rider C? Although rider C moves 4.0 m in 0.6 s, her dis-placement, which is the final position minus the initial position, is�4.0 m. Thus, her average velocity is v�C � �6.7 m/s. This tells you thatrider C is moving in the negative direction. A line that slants downwardand has a negative slope represents a negative average velocity. Recallthat a velocity is negative if the direction of motion is opposite the direc-tion you chose to be positive.

4. For each of the position-time graphs shown in Figure 5–8,a. write a description of the motion.b. draw a motion diagram.c. rank the average velocities from largest to smallest.

5. Draw a position-time graph for a person who starts on the posi-tive side of the origin and walks with uniform motion towardthe origin. Repeat for a person who starts on the negative side ofthe origin and walks toward the origin.

6. Chris claims that as long as average velocity is constant, you canwrite v � d/t. Use data from the graph of the airplane’s motionin Figure 5–6 to convince Chris that this is not true.

7. Use the factor-label method to convert the units of the followingaverage velocities.a. speed of a sprinter: 10.0 m/s into mph and km/hb. speed of a car: 65 mph into km/h and m/sc. speed of a walker: 4 mph into km/h and m/s

8. Draw a position-time graph of a person who walks one block ata moderate speed, waits a short time for a traffic light, walks thenext block slowly, and then walks the final block quickly. Allblocks are of equal length.

Using an Equation to Find Out Where and When

Uniform motion can be represented by an algebraic equation. Recallfrom Chapter 3 that the average velocity was defined in this way.

Average Velocity v� � ��

�

d

t� � �

d

t1

1 �

�

t

d

0

0�

Note the absence of bold-face type. All algebra is done using the com-ponents of vectors and not the vectors themselves. Assume that you’vechosen the origin of the time axis to be zero, so that t0 � 0. Then, t0 canbe eliminated and the equation rearranged.

d1 � d0 � v�t1


d

t

A

B

D

C

FIGURE 5–8

Pocket LabUniform or Not?

Set up a U-channel on a bookso that it acts as an inclinedramp, or make a channel fromtwo metersticks taped togetheralong the edges. Release asteel ball so that it rolls downthe ramp. Using a stopwatch,measure the time it takes theball to roll 0.40 m.Analyze and Conclude Writea brief description of themotion of the ball. Predict howmuch time it would take theball to roll 0.80 m. Explain your prediction.

Practice Problems

Have students refer to Appendix Cfor complete solutions to PracticeProblems.4 a. A remains stationary. B starts

at the origin, and moves for-ward at a constant speed. Cstarts east (positive direction)of the origin and moves for-ward at the same speed as B.D starts at the origin andmoves forward at a slowerspeed than B.

b. Refer to Appendix C.c. B � C � D � A

5. Refer to Appendix C.6. Average velocity is 75 m/s.

At 1 s, d/t � 115 m/s, whereasat 3 s, d/t � 88 m/s.

7 a. 22.4 mph, 36.0 km/hb. 1.0 x 102 km/h, 29 m/sc. 6 km/h, 2 m/s

8. Refer to Appendix C.

87

Uniform or Not?Purpose To investigate the motion ofa steel ball rolling on an incline todetermine whether its speed is uniform

Materials U channel, book, tape,steel ball, stopwatch, meterstick

Outcome The ball speeds up as itrolls down the ramp. The timeneeded to roll 40 cm depends uponthe angle of the U channel. A typicaltime might be 1.5 s.

Analyze and Conclude Many studentswill predict that the time needed toroll twice as far will be twice as much.Some will suggest that the time willbe more than twice. The actual timeis less than twice. LS

Practice Problems

Texas TEKS

Pages 86–87: 1(A), 2(B), 2(C),2(D), 3(B), 4(A), 4(B)

RESULTS Show students the spacing of the marks, andask them to describe the motion diagram thatwould result. Label the marks according to thetimes at which they were made. Measure theposition of each mark from the reference lineand record in a data table. Make a graph ofthe position versus time.

SKILL Have students find the slope of thegraph, including its units, and explain itsmeaning. If you repeated the demonstrationusing another vehicle or another speed, havestudents determine these slopes and explainhow slope and the speed of the object arerelated.

Assessment

The equation can be made more general by letting t be any value of t1 and d be the value of the position at that time. In addition, the distinction between velocity and average velocity is not needed becauseyou will be working with the special case of constant velocity. This meansthat the average velocity between any two times will be the same as theconstant instantaneous velocity, v� � v. The symbol v represents velocity,and d0 represents the position at t � 0. The following equation is thenobtained for the position of an object moving at constant velocity.

Position with Constant Velocity d � d0 � vt

The equation involves four quantities: the initial position, d0, theconstant velocity, v, the time, t, and the position at that time, d. If youare given three of these quantities, you can use the equation to find thefourth. When a problem is stated in words, you have to read it carefullyto find out which three are given and which is unknown. When prob-lems are given in graphical form, the slope of the curve tells you the constant velocity, and the point where the curve crosses the t � 0 line isthe initial position. The following example problem illustrates the useof both a graph and the equation in solving a problem.


Finding Position from a Graph and an EquationWrite the equation that describes the motion of the airplane graphed

in Figure 5–6, and find the position of the airplane at 2.5 s.

Calculate Your AnswerKnown: Unknown:

v � 75 m/s d � ?

d0 � 40 m

t � 2.5 s

Strategy: Calculations:

The constant velocity is 75 m/s. d � d0 � vt

The curve intersects the t � 0 line at 40 m, d � 40 m � (75 m/s)(2.5 s)

so the initial position is 40 m. � 230 m

You know the time, so the equation to use is d � d0 � vt.

Check Your Answer• Is the unit correct? m/s � s results in m.• Does the sign make sense? It is positive, as it should be.• Is the magnitude realistic? The result agrees with the value shown

on the graph.

F.Y.I.A stroboscope providesintermittent illumination of an object so that theobject’s motion, rotaryspeed, or frequency ofvibration may be studied.The stroboscope causes anobject to appear to slowdown or stop by producingillumination in short burstsof about one microsecondduration at a frequencyselected by the user.

Example Problem

Concept Development• Develop a table of velocities,

using the following table to helpconvert among the units km/h,mph, and m/s.

Velocitieskm/h mph m/s

40 25 1180 50 22100 62 28120 75 33

Note that km/h can be convertedto m/s by dividing by 3.6. Youcan convert mph to m/s by multi-plying by 0.44. Use the factor-label method to help studentsunderstand the origins of theseconversion values.

• Be sure to model the practice ofwriting the unit with each num-ber you write on the board oroverhead projector. Insist that students follow this practice.

• When students use a calculator to solve a problem that requiresseveral calculations, urge them toretain at least one more digit thanis significant in each step. Thiswill reduce the rounding errorwhen they arrive at the finalanswer and express it using thecorrect number of digits.

EnrichmentLogical-Mathematical You’re

driving at a comfortable 55 mphwhen a speeder suddenly passes you.How fast is the passing car going?Here’s how to find out. At the instantyour two windshields are aligned,start counting. When you reach thecount of ten, note the location ofthe front wheels of the other car, butkeep counting. When your frontwheels reach the same spot, stopcounting. Divide the number by 10and multiply by your speed. Forexample, if you reached the spot atthe count of 13, the other car wasgoing (13/10) � 55 mph � 72 mph.

Ask students whether thismethod depends on how fast youcount. Because you take a ratio oftimes, it could be (13 s/10 s) or (13 min/10 min). Point out that if youcount too rapidly, it becomes toohard to tell the exact locations ofthe cars. If you count too slowly, theother car’s speed might change. L1

LS

88

Connections To BiologyTHE SPEED OF LIFE

Logical-Mathematical How fast do animals move and plants grow? Ask students to look up the speeds animals canrun, from the snail to the fastest large cat.To give students practice with numbers having negative powers of ten, have themmeasure plant growth and calculate thevelocity of the tip of the growing plant. L1

LS


Section Review1. You drive at constant speed toward

the grocery store, but halfway thereyou realize you forgot your list. Youquickly turn around and return homeat the same speed. Describe in wordsthe position-time graph that wouldrepresent your trip.

2. A car drives 3.0 km at a constantspeed of 45 km/h. You use a coordi-nate system with its origin at the pointwhere the car started and the directionof the car as the positive direction.Your friend uses a coordinate systemwith its origin at the point where thecar stopped and the opposite direc-tion as the positive direction. Wouldthe two of you agree on the car’s

position? Displacement? Distance?Velocity? Speed?

3. Write equations for the motion of thecar just described in both coordinatesystems.

4. Critical Thinking A police officerclocked a driver going 20 mph overthe speed limit just as the driverpassed a slower car. He arrested bothdrivers. The judge agreed that bothwere guilty, saying, “If the two carswere next to each other, they musthave been going the same speed.” Are the judge and police officer cor-rect? Explain with a sketch, a motiondiagram, and a position-time graph.

5.1

9. Consider the motion of bike rider A in Figure 5–7.a. Write the equation that represents her motion.b. Where will rider A be at 1.0 s?

10. Consider the motion of bike rider C in Figure 5–7.a. Write the equation that represents her motion.b. When will rider C be at �10.0 m?

11. A car starts 2.0 � 102 m west of the town square and moves with a constant velocity of 15 m/s toward the east. Choose acoordinate system in which the x-axis points east and the originis at the town square.a. Write the equation that represents the motion of the car.b. Where will the car be 10.0 min later?c. When will the car reach the town square?

12. At the same time the car in problem 11 left, a truck was 4.0 � 102 meast of the town square moving west at a constant velocity of 12 m/s. Use the same coordinate system as you did for problem 11.a. Draw a graph showing the motion of both the car and the truck.b. Find the time and place where the car passed the truck using

both the graph and your two equations.

EARTH SCIENCECONNECTION

Space Probes Scientistsuse other planets’ gravityto alter the path of aspace probe and increaseits speed. The probe isprogrammed to pass neara planet. The planet’sgravity bends the probe’strajectory and propels itaway. In 1974, Mariner 10swung by Venus to gainenergy for three passes byMercury. In 1992, Jupiter’sgravity allowed Ulysses tomake a hairpin turn on itsway to take photos of thesun’s south pole.

Practice Problems

Have students refer to Appendix Cfor complete solutions to PracticeProblems.9 a. x � (�2.0 m) � (1.0 �

101 m/s)tb. �8.0 m

10 a. x � (�2.0 m) � (�6.7 m/s)tb. 1.2 s

11 a. x � �(2.0 � 102 m) � (15 m/s)tb. 8800 mc. 13 s

12a. Refer to Appendix C.b. 22 s, 130 m

3 ASSESSChecking forUnderstandingSuppose a position-time graph werea horizontal line. What would thismean? a constant position, zero veloc-ity What would a vertical line on aposition-time graph mean? Theobject would be at many places at thesame time—an impossibility.

ReteachingReview graphing, slopes, and theconnection between motion dia-grams and the slopes of a position-time graph.

ExtensionFor students who have mastered thelesson, assign problems from theSupplemental Problems booklet.

4 CLOSEVisual-Spatial Make enlarged

copies of the various types ofgraphs discussed in this section anduse them for discussion and rein-forcement. Ask students to constructword problems and make motiondiagrams that describe the motionrepresented by the graphs. ELLL1

LS

L2

89

Practice Problems

1. The position-time graph would have two parts. The first is a straight line risingfrom the t-axis with a moderate slope. The second is another straight line withthe same steepness but negative slope, that returns to the t-axis.

2. You would agree on the distance andspeed, but not on the displacement or velocity.

3. You: x � (45 km/h)t. Your friend: x � 3.0 km � (45 km/h)t

4. No, they had the same position, not velocity. To have the same velocity, they would have had to have the same relative position for a length of time.

Texas TEKS

Pages 88–89: 3(B), 4(A), 4(B)

Section Review5.1

You’ve learned how to draw a position-time graphfor an object moving at a constant velocity, and how

to use that graph to write an equation to determine thevelocity of the object. You also have learned how to use both the graph andthe equation to find an object’s position at a specified time, as well as thetime it takes the object to reach a specific position. Now you will explorethe relationship between velocity and time when velocity is not constant.

Determining Instantaneous VelocityWhat does a position-time graph look like when an object is going

faster and faster? Figure 5–9a shows a different position-time record ofan airplane flight. The displacements for equal time intervals in boththe motion diagram and the graph get larger and larger. This means thatthe average velocity during each time interval, v � �d/�t, also gets larger and larger. The motion is certainly not uniform. The instanta-neous velocity cannot equal the average velocity.

How fast was the plane going at 1.5 s? The average velocity is theslope of the straight line connecting any two points. Using Figure 5–9a,you can see that the average velocity between 1 s and 2 s is �d/�t, thatis (10 m � 4 m)/(1 s), or 6 m/s. But the velocity could have changedwithin that second. To be precise, more data are needed. Figure 5–9bshows the slope of the line connecting 1.25 s and 1.75 s. Because thistime interval is half of the 1-s time interval used previously, the averagevelocity is probably closer to the instantaneous velocity at 1.5 s. Youcould continue the process of reducing the time interval and finding theratio of the displacement to the time interval. Each time you reduce thetime interval, the ratio is likely to be closer to the quantity called the

OBJ ECTIVES• Determine, from a graph

of velocity versus time, thevelocity of an object at aspecified time.

• Interpret a v-t graph to findthe time at which an objecthas a specific velocity.

• Calculate the displacementof an object from the areaunder a v-t curve.

5.2 Graphing Velocity in One Dimension


d (m)

0 1 2 3

20181614121086420

�d

+x

t (s)

�d

�d

d (m)

0 1 2 3

20181614121086420 t (s)

Slope of this line is theinstantaneous velocity

FIGURE 5–9 The displacementduring equal time intervalsincreases as velocity increases.The graph in b shows that theslope of the tangent to the curveat any point is the instantaneousvelocity at that time. a b

90

SECTION 5.2PREPAREContent RefresherThis section introduces the velocity-time graph and the calculation ofthe displacement from the areaunder the curve.

BridgingVelocity-time graphs are a degreemore abstract than position-timegraphs, so make sure that studentsunderstand the construction andinterpretation of position-timegraphs presented in Section 5.1.

1 FOCUSAsk students the meaning of a posi-tion-time graph with a constanthorizontal line. It means that at eachinstant of time, the position was thesame. Ask students to describe howthe velocity depended on time. Itwould be zero at all times. Ask themhow they might graph the velocityversus time. It would be a graph thatwas always at zero.

2 TEACH

Return to the Activity on page86. If you have not done theactivity, this is a good time to doso. Ask students to describe thespeed you were walking at eachsecond. How could they graphthe speed versus time? Point outthat if the speed were constant,then each point on the graphwould be the same distanceabove the time axis.

DEMOQUICK

DEMONSTRATION 5-2

PURPOSE To help students understand the meaning ofvelocity-time graphs

MATERIALS Sonic motion detector with computer orgraphing calculator interface, prepared v-tcurve to match, piece of cardboard

PROCEDURE 1. Display the v-t graph. Ask students to write

a description of how the velocity changesin time.

2. Give a student the piece of cardboard andask him or her to move it in accordancewith the written description.

instantaneous velocity. Finally, you would find that the slope of the linetangent to the position-time curve at a specific time is the instantaneousvelocity, v, at that time.

Velocity-Time GraphsNow that you know what the velocity at an instant of time is and how

to find it, you will be able to draw a graph of the velocity versus time ofthe airplane whose motion is not constant. Just as average velocityarrows on a motion diagram are drawn in red, the curves on a velocity-time (v-t) graph are also shown in red.

Motion diagrams and a velocity-time graph for the two airplanes,one with constant velocity and the other with increasing velocity, areshown in Figure 5–10 for a 3-s time interval during their flights. Notethat the velocities are given in m/s. The velocity of one airplane isincreasing, while the velocity of the other airplane is constant. Whichline on the graph represents the plane with uniform motion? Uniformmotion, or constant velocity, is represented by a horizontal line on av-t graph. Airplane B is traveling with a constant velocity of 75 m/s, or270 km/h. The second line increases from 70 m/s to 82 m/s over a 3-s time interval. At 1.5 s, the velocity is 76 m/s. This is the slope ofthe tangent to the curve on a position-time graph at 1.5 s for the flightof airplane A.

What would the v-t graph look like if a plane were going at constantspeed in the opposite direction? As long as you don’t change the direc-tion of the coordinate axis, the velocity would be negative, so the graphwould be a horizontal line below the t-axis.

What can you learn from the intersection of the two lines on thegraph? When the two v-t lines cross, the two airplanes have the samevelocity. The planes do not necessarily have the same position, so theydo not meet at this time. Velocity-time graphs give no informationabout position, although, as you will learn in the next section, you canuse them to find displacement.

5.2 Graphing Velocity in One Dimension 91

v (m/s)

0 1 2 3

82

80

78

76

74

72

70 t (s)

A

B

+x

FIGURE 5–10 The lines on thegraph and the motion diagramsare two different ways of repre-senting both constant andincreasing velocity.

VB

VA

Pocket LabA Ball Race

Assemble an inclined rampfrom a piece of U-channel ortwo metersticks taped together.Make a mark at 40 cm from the top and another at 80 cmfrom the top. If two balls arereleased at the same instant,one ball from the top and theother ball at 40 cm, will theballs get closer or farther apartas they roll down the ramp?Why? Try it. Now, release oneball from the top and thenrelease another ball from thetop as soon as the first ballreaches the 40-cm mark.Analyze and ConcludeExplain your observations interms of velocities. Do the ballsever have the same velocitiesas they roll down the hill? Dothey have the same acceleration?

Math Handbook

To review calculating thearea under a graph, see theMath Handbook, Appendix A,page 743.

91

A Ball RacePurpose To investigate the accelera-tion of balls rolling on an inclined ramp

Materials U channel, book, meter-stick, 2 steel balls

Outcome This activity shows that the distance between the balls staysthe same. Both balls gain the sameamount of velocity per interval of time.Both have the same acceleration.

Analyze and Conclude Some studentswill predict that the top ball will gainon the bottom ball. These students areconfusing velocity with acceleration.The velocity of the balls increases as they roll, but the acceleration isthe same for both balls because itdepends upon the steepness of the ramp. LS

Concept Development• As the text emphasizes, the velocity-

time graph of an object movingwith a constant speed is a hori-zontal line, whereas that of anobject moving with increasingspeed is a rising line. Ask studentswhat the graph of an object mov-ing at decreasing speed would be.a line that slants downward

• Ask students what the graph of anairplane moving at a constantspeed in the opposite directionwould be. Because its velocity isnegative, the graph would be a hori-zontal line below the axis. The sameairplane gaining speed? It wouldbe a line that slants downward,becoming more negative.

Texas TEKS

Pages 90–91: 1(A), 2(C), 2(D),4(A), 4(B) Pages 92–93: 1(A), 2(B), 2(C),3(B), 4(A), 4(B)

3. Have the student place the cardboard infront of the motion detector and start col-lecting data.

4. Usually, several tries are needed to matchthe curve. Between each try, ask students toreflect on their efforts.

RESULTS Students will usually find it much more diffi-cult to match a v-t graph than a p-t graphunless they use the area under the v-t graph to

write a description of the position of theobject at various times.

SKILL Display the position-time graph asso-ciated with the v-t graph and discuss whymatching such a graph is easier. Give studentsa similar but different v-t graph, and have themcreate the corresponding p-t graph.

Assessment

Displacement from a Velocity-Time GraphFor an object moving at constant velocity,

v � v� � ��

��dt� , so �d � v�t.

As you can see in Figure 5–11, v is the height of the curve above the t-axis, while �t is the width of the shaded rectangle. The area of the rec-tangle, then, is v�t, or �d. You can find the displacement of the object bydetermining the area under the v-t curve.

If the velocity is constant, the displacement is proportional to thewidth of the rectangle. Thus, if you plot the displacement versus time,you will get a straight line with slope equal to velocity. If the velocity isincreasing, then the area of the rectangle increases in time, so the slopeof a displacement-versus-time graph also increases.


Finding the Displacement of an Airplane from Its v-t Graph

Find the displacement of the plane in Figure 5–11 that is moving atconstant velocity after

a. 1.0 s. b. 2.0 s. c. 3.0 s.

Compare your results to the original position-time graph in Figure 5–6.


v � 75 m/s �d at 1.0 s, 2.0 s, and 3.0 s�t � 1.0 s, 2.0 s, and 3.0 s

Strategy: Calculations:

The displacement is the area under a. �d � v�t � (75 m/s)(1.0 s) � 75 mthe curve, or �d � v�t. b. �d � v�t � (75 m/s)(2.0 s) � 150 m

c. �d � v�t � (75 m/s)(3.0 s) � 225 m � 230 m

Check Your Answer• Are the units correct? m/s � s � m.• Do the signs make sense? They are all positive, as they should be.• Are the magnitudes realistic? The calculated positions are differ-

ent from those on the position-time graph: 115 m, 190 m, and265 m. The differences occur because the initial position of theplane at t � 0 is 40 m, not zero. You must add the displacementof the airplane at t � 0 to the value calculated at each time.

v (m/s)

t (s)0 1 2 3

82

80

78

76

74

72

70

FIGURE 5–11 The displacementduring a given time interval is the area under the curve of a v-t graph.

Example Problem

Concept DevelopmentLead students through the exerciseof plotting the area under the curveof a v-t graph as the time interval isincreased step-by-step. Show studentsthat it reproduces the position-time graph.

UncoveringMisconceptionsThe area under the v-t curve is notthe same as the physical area of asurface. Just as the slope of a posi-tion-time graph has physical mean-ing—velocity—the area under thecurve of a v-t graph has physicalmeaning—displacement.

92

SKILL Have students create a velocity-timegraph for the motion of

the football player described byTable 5–1 on page 82. Duringwhat time period is the velocitylargest? LSL1

Assessment

KNOWLEDGE What is themeaning of a horizontal line ona velocity-time graph? The objectmoves with a constant velocity.Would a vertical line on a veloc-ity-time graph be possible? No,because it would mean that theobject had different velocities at the same time. L1

Assessment

3 ASSESSChecking forUnderstandingHave students work the SectionReview exercises, especially prob-lems 2 and 4. Then ask them howthey could find the displacement ofthe airplane given the velocity-timegraph in Figure 5–11.

ReteachingWork on Practice Problems 13–15with students to reinforce themeaning of velocity-time graphs.

Program Resources

Study Guide, p. 28 Laboratory Manual, pp. 27–30 Reteaching, p. 6 Physics Lab and Pocket Lab Worksheets,

p. 20 L1

L1

L1

L1Visual-Spatial Ask students to putinto their journals motion diagrams andvelocity-time graphs for an object thatstarts at rest, speeds up, moves at a con-stant speed, then slows to a stop. ELLL1

LS


13. Use Figure 5–10 to determine the velocity of the airplane thatis speeding up ata. 1.0 s.b. 2.0 s.c. 2.5 s.

14. Use the factor-label method to convert the speed of the airplanewhose motion is graphed in Figure 5–6 (75 m/s) to km/h.

15. Sketch the velocity-time graphs for the three bike riders in Figure 5–7.

16. A car is driven at a constant velocity of 25 m/s for 10.0 min. Thecar runs out of gas, so the driver walks in the same direction at1.5 m/s for 20.0 min to the nearest gas station. After spending10.0 min filling a gasoline can, the driver walks back to the carat a slower speed of 1.2 m/s. The car is then driven home at 25m/s (in the direction opposite that of the original trip).a. Draw a velocity-time graph for the driver, using seconds as

your time unit. You will have to calculate the distance thedriver walked to the gas station in order to find the time ittook the driver to walk back to the car.

b. Draw a position-time graph for the problem using the areasunder the curve of the velocity-time graph.

Section Review1. What information can you obtain

from a velocity-time graph?

2. Two joggers run at a constant velocityof 7.5 m/s toward the east. At time t = 0, one is 15 m east of the origin;the other is 15 m west.a. What would be the difference(s)

in the position-time graphs of their motion?

b. What would be the difference(s) in their velocity-time graphs?

3. Explain how you would use a velocity-time graph to find the time

at which an object had a specifiedvelocity.

4. Sketch a velocity-time graph for a carthat goes 25 m/s toward the east for100 s, then 25 m/s toward the west for another 100 s.

5. Critical Thinking If the constant velocity on a v-t graph is negative,what is the sign of the area under the curve? Explain in terms of the displacement of the object whosemotion is represented on the graph.

5.2


Pocket LabBowling Ball Displacement

Take a bowling ball and threestopwatches into the hallway.Divide into three groups. Haveall timers start their watcheswhen the ball is rolled. Group 1should stop its watch when theball has gone 10 m, group 2should stop its watch when theball has rolled 20 m, and group3 should stop its watch whenthe ball has rolled 30 m.Analyze and ConcludeRecord the data and calculatethe average speed for each distance. Could the averagespeed for 30 m be used to predict the time needed to roll100 m? Why or why not?

Practice Problems ExtensionFor students who have mastered thelesson, assign problems from theSupplemental Problems booklet.

4 CLOSELinguistic Prepare students for

the next section by showing themseveral velocity-time graphs andasking them the meaning of theslope. The slope describes the rate atwhich the velocity changes in time,that is, the acceleration. L1

LS

L2

93

Have students refer to Appendix Cfor complete solutions to PracticeProblems.13a. 74 m/s

b. 78 m/sc. 80 m/s.

14. 270 km/h15. Refer to Appendix C.16a. Refer to Appendix C.

b. Refer to Appendix C.

Bowling BallDisplacementPurpose To have students collect dis-placement and time data for a rolledbowling ball and compute the aver-age speed

Materials Bowling ball, 3 stopwatches

Outcome

Typical DataDistance Time (s) Average

(m) speed (m/s)10 2.2 4.520 4.6 4.330 7.3 4.1

Analyze and Conclude Students willnot be able to predict the timeneeded to roll 100 m from the aver-age speed for 30 m because the ballis slowing down, not traveling withconstant velocity. LS

Practice Problems1. the velocity at any time, the time at which

the object had a particular velocity, thesign of the velocity, and the displacement

2. a. Both lines have the same slope, but theyrise from the t-axis at different points,�15 m, and �15 m.

b. Their velocity-time graphs would beidentical.

3. Draw or imagine a horizontal line at thespecified velocity. Find the point where

the graph intersects this line. Drop a line straight down to the t-axis. Thiswould be the required time.

4.

5. Negative, the area under the curve is the displacement and the displacementalways has the same direction as the velocity.

25

–25100 200

0 t (s)

� (m/s)

Section Review5.2

In Chapter 3, you learned how to use a motion dia-gram to get a feel for the average acceleration of an

object. This method is illustrated in Figure 5–12b forthe motion of two airplanes. Airplane A travels with non-uniform velocity,so the change in velocity, and thus the acceleration, is in the same direc-tion as the velocity. Both velocity and acceleration have a positive sign.Airplane B travels with uniform velocity, so its acceleration is zero.

Determining Average AccelerationAverage acceleration is the rate of change of velocity between t0 and t1,

and is represented by the following equation.

Average Acceleration a� � ��

�

v

t� � �

v

t1

1

�

�

v

t0

0�

You can find this ratio by determining the slope of the velocity-timegraph in the same way you found velocity from the slope of the position-time graph. For example, Figure 5–12a shows that in a 1-s timeinterval, the velocity of plane A increases by 4 m/s. That is, �v � 4 m/sand �t � 1 s, so a� � �v/�t � 4 m/s2.

Constant and Instantaneous AccelerationRecall that an object undergoes uniform motion, or constant velo-

city, if the slope of the position-time graph is constant. Does the slopeof the velocity-time graph for the accelerating airplane of Figure 5–12achange? No, it rises by 4 m/s every second. This type of motion, whichcan be described by a constant slope on a velocity-time graph, is calledconstant acceleration.

What if the slope of a v-t graph isn’t constant? You learned that youcould find the instantaneous velocity by finding the slope of the tangentto the curve on the position-time graph. In the same way, you can findinstantaneous acceleration, a, as the slope of the tangent to the curveon a velocity-time graph. Instantaneous acceleration is the accelerationof an object at an instant of time. Consider the velocity-time graph inthe example problem.

OBJ ECTIVES• Determine from the curves

on a velocity-time graphboth the constant andinstantaneous acceleration.

• Determine the sign ofacceleration using a v-tgraph and a motion diagram.

• Calculate the velocity andthe displacement of anobject undergoing constantacceleration.

5.3 Acceleration


v (m/s)

0 1 2 3

82

80

78

76

74

72

70 t (s)

A

Ba > 0

+x

Begin EndAirplane A:

a = 0

Begin EndAirplane B:

FIGURE 5–12 Graphs andmotion diagrams are useful indifferentiating motion having uniform velocity and motion thatis accelerated.

ba

PREPAREContent RefresherThis section introduces students tothe representation of accelerationboth by graphs and by equations.Motion diagrams are used to checkthe signs of velocity and accelera-tion. The equations that describemotion under constant accelerationare developed and used to solveproblems.

BridgingJust as the slope of a position-timegraph gives the velocity of anobject, the slope of the velocity-time graph describes its accelera-tion. The motion diagram will helpstudents keep track of the sign ofthe acceleration.

1 FOCUSAsk students to describe an experi-ence they had today involving acceleration and to explain whatoccurred and why they were acceler-ated. Remind them that accelerationis a change in velocity. Whether theywere walking or riding in a bus, car,or elevator, their velocities changed,and so they were accelerated.

2 TEACHUncoveringMisconceptions“What’s a m/s2?” The units of accel-eration often provoke student ques-tions like this one: “I can visualize 1 m and have some experience witha speed of 1 m/s, but what’s onemeter per second squared?” Thefirst problem students have is withthe word per. It is defined as “foreach.” Thus, an acceleration of �1 m/s2 could be rewritten as anacceleration of (�1 m/s)/s, and theexpression read as an increase invelocity of 1 m/s for each second.

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94

SECTION 5.3

Program Resources

Study Guide, p. 29 Laboratory Manual, pp. 21–26 Critical Thinking, p. 8 Physics Lab and Pocket Lab Worksheets,

pp. 18, 21 L1

L1

L1

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THE ¤MECHANICAL ¤

¤UNIVERSEHIGH SCHOOL ADAPTATION

VideotapeQuad 3: Kinematics and Scientific MethodsThe Law of Falling Bodies

Determining Velocity and Acceleration from a Graph

How would you describe the sprinter’s velocity and acceleration as shown on the graph?

Calculate Your Answer

5.3 Acceleration 95

Strategy:

From the graph, note that the sprinter’svelocity starts at zero, increases rapidlyfor the first few seconds, and then, afterreaching about 10 m/s, remains almostconstant.

Draw a tangent to the curve at two differenttimes, t � 1 s and t � 5 s.

The slope of the lines at 1 s and 5 s is theacceleration at those times.

Calculations:

At 1 s, a � �r

r

u

is

n

e� � ;

a � 3.6 m/s2

At 5 s, a �

a � 0.07 m/s2

The acceleration is 3.6 m/s2 at 1 s, and 0.07 m/s2 at 5 s. It is larger before 1 s andsmaller after 5 s. The acceleration is not constant.

10.7 m/s � 10.0 m/s��

10 s � 0 s

v (m

/s)

0 5 10

12

6

0

t (s)

12.0 m/s � 3.0 m/s��

2.5 s � 0.0 s

Example Problem

The Zero Gravity TrainerThe zero-gravity trainer is an aircraft at

NASA’s Johnson Space Center designed foruse in simulating zero-gravity conditions suchas those experienced aboard spacecraft orbit-ing Earth. The plane is a modified Boeing 707that mimics the free-fall environment aboarda spacecraft as it flies a series of parabola-shaped courses that take the crew from altitudes of about 8000 m up to about 12 000 m and back down again—all in lessthan two minutes! These short spurts of simu-lated weightlessness enable the astronauts topractice eating, drinking, and performing avariety of tasks that they will carry out duringfuture missions. Because of the rapid ascents

and descents of the aptly nicknamed VomitComet, training sessions are generally limitedto one or two hours.

During a run, the four-engine turbo jetaccelerates from 350 knots indicated airspeed(KIA) to about 150 KIA at the top of theparabola. There, the pilot adjusts the jet’sengines so that speed is constant. Then, thejet pitches over until the plane is descendingagain at 350 KIA. During the ascent anddescent, acceleration is approximately 1.8 g.

Thinking Critically How are the Demon Dropamusement park ride and a ride in the zero-gravity trainer alike?

95

Concept DevelopmentAcceleration is not always constant.Most problems involving variableacceleration cannot be solved usingordinary mathematical techniques,but computers can solve these prob-lems. (See the Tech Prep item below.)In addition, simple graphical meth-ods, such as those used in the exam-ple problem, can be used to findthe acceleration from a v-t graph.

During free fall, the weight of anobject is less than it would be atrest on Earth.

The force of gravity is inverselyproportional to the square of thedistance between two objects, i.e., if the distance between two objectsdoubles, the attractive force betweenthem diminishes by a factor of four.

A microgravity environment isattained aboard a spacecraft whenthe craft’s speed is about 7.5 km/sand its flight path (about 320 kmabove Earth) is parallel to the curvature of Earth. At this point, the spacecraft is in free fall.

Teacher Resources“Largest zero-G aircraft,” MechanicalEngineering, March 1997, p. 12.

“I went queasy for science,” ScienceWorld, January 15, 1993, pp. 21�.

Several publications by NASA onmicrogravity and its effects include:Living in Space, Book 1; Microgravity;and Human Physiology in Space.

Thinking CriticallyBoth temporarily create a micro-gravity environment as they acceler-ate toward the ground at the samerate as their occupants.

COMPUTER PROBLEM SOLVING

Logical-Mathematical Have studentsinterested in computers explore the use ofspreadsheets such as Excel in solving prob-lems involving nonconstant acceleration.Specialized software, such as Mathematica,MatLab, Mathcad, and Maple, offers otherpossibilities. L2

LS

TECHPREPConnections To Mathematics

FIXED QUANTITIES AND VARIABLESStudents may have difficulty distinguishingbetween v0 and v. The former is a fixed quan-tity—in mathematical terms, an initial con-dition. It is similar to t0, which is not presentin the equation because it is assumed to bezero. The quantity v, on the other hand, is avariable that depends upon time, t. In math-ematical terms, v is a function of t.

Positive and Negative AccelerationYou’ve considered the motion of an accelerating airplane and a

sprinter and found that, in both cases, the object’s velocity was positiveand increasing, and the sign of the acceleration was positive. Now con-sider a ball being rolled up a slanted driveway. What happens? It slowsdown, stops briefly, then rolls back down the hill at an increasing speed.Examine the two graphs in Figure 5–13 that represent the ball’s motionand interpret them in the following example problem.


Finding the Sign of AccelerationDescribe the motion of the ball shown in Figure 5–13. What is

the difference between the two cases? What is the sign of the ball’sacceleration? What is the magnitude of the ball’s acceleration?

Strategy:

In each case, the coordinate axis is parallel to the surface. In case A,the ball initially moved in the direction of the positive axis; thus,the sign of the velocity is positive. In case B, the axis was chosen inthe opposite direction; thus, the sign of the velocity is negative.

In each case, the ball started with a speed of 2.5 m/s. In both cases, the ball slows down, reaches zero velocity, then speeds upin the opposite direction.

To find the ball’s acceleration, use the motion diagrams. Subtract anearlier velocity vector from a later one. Whether the ball is movinguphill or downhill, the acceleration vector points to the left. In caseA, the positive axis points to the right, but the acceleration vectorpoints in the opposite direction. Therefore, the acceleration is nega-tive. In case B, the positive axis points to the left, and the accelera-tion points in the same direction. The acceleration is positive.

Find the magnitude of the acceleration from the slopes of the graphs.

v (m/s)

0 5 10

3

0

–3 t (s)

Case A

+xBeginEnd

a < 0

Samepoint

v (m/s)

0 5 10

3

0

–3 t (s)

Case B

+xBeginEnd

a > 0

Samepoint

FIGURE 5–13 The sign of theacceleration depends upon thechosen coordinate system.

Example Problem

Concept Development• Why is the term deceleration not

being used? Although this term isfrequently used both colloquiallyand in physics texts, it is not usedhere because deceleration means“slowing down,” so let’s just say“slowing down.” If decelerationmeans “negative acceleration,”then, as this section emphasizes,that could be either slowing down or speeding up, dependingupon how the coordinate systemis assigned.

• Be sure to emphasize that thechoice of a coordinate system isup to the student. There is not asingle right system.

• Emphasize the use of motion dia-grams to obtain the direction ofthe acceleration. This method willbe useful when Newton’s laws ofmotion are introduced.

• Point out to students that in theexample problem, the ball’s accel-eration has the same direction(the same sign) no matter whatthe direction of its velocity.

96

VideodiscSTVS: PhysicsDisc 1, Side 1New Skid Control (Ch. 4)

!7TÇ"

DEMONSTRATION 5-3

PURPOSETo try to counter one of the most commonand hard-to-change misconceptions—that theacceleration of an object must be zero if itsinstantaneous velocity is zero

MATERIALSLow-friction cart, inclined plane, sonicmotion detector or other means of capturingand graphing motion, if available

PROCEDURE1. Have students watch as the cart accelerates

from rest down the inclined plane. 2. Give the cart an initial push up the ramp,

but catch it before it stops. 3. Give the cart an initial uphill push, but let

it roll back down the incline.4. Have students describe in words the

acceleration of the cart in the threedemonstrations.

Texas TEKS

Pages 94–95: 3(B), 4(A), 4(B) Pages 96–97: 3(B), 4(A), 4(B)

Calculations:

For case A, the ball slows down in the first 5 s.

�v � v1 � v0 � 0.0 m/s � 2.5 m/s � �2.5 m/s

a � �v/�t

a � (�2.5 m/s)/(5.0 s) � �0.50 m/s2

During the next 5 s, the ball speeds up in the negative direction.

�v � �2.5 m/s � 0.0 m/s � �2.5 m/s

Again, a � �0.50 m/s2

Check case B for yourself. Because the axis for case B was chosen in theopposite direction, you will find that a is � 0.50 m/s2, both when theball is slowing down and when it is speeding up.

5.3 Acceleration 97

17. An Indy 500 race car’s velocity increases from �4.0 m/s to �36 m/s over a 4.0-s time interval. What is its average acceleration?

18. The race car in problem 17 slows from �36 m/s to �15 m/sover 3.0 s. What is its average acceleration?

19. A car is coasting backwards downhill at a speed of 3.0 m/swhen the driver gets the engine started. After 2.5 s, the car ismoving uphill at 4.5 m/s. Assuming that uphill is the positivedirection, what is the car’s average acceleration?

20. A bus is moving at 25 m/s when the driver steps on the brakesand brings the bus to a stop in 3.0 s.a. What is the average acceleration of the bus while braking?b. If the bus took twice as long to stop, how would the acceler-

ation compare with what you found in part a?21. Look at the v-t graph of the toy train in Figure 5–14.

a. During which time interval or intervals is the speed constant?b. During which interval or intervals is the train’s acceleration

positive?c. During which time interval is its acceleration most negative?

22. Using Figure 5–14, find the average acceleration during thefollowing time intervals.a. 0 to 5 s b. 15 to 20 s c. 0 to 40 s

Acceleration when instantaneous velocity is zero What hap-pens to the acceleration when v = 0, that is, when the ball in the exam-ple problem stops and reverses direction? Consider the motion diagramthat starts when the ball is still moving uphill and ends when the ball is

8

12

10

6

4

2

00

10 20 30 40

v (m/s)

t (s)

FIGURE 5–14

Practice Problems

97

Have students refer to Appendix Cfor complete solutions to PracticeProblems.17. 8.0 m/s2

18. �7.0 m/s2

19. 3.0 m/s2

20a. �8.3 m/s2

b. half as great (�4.2 m/s2)21 a. 5 to 15 s and 21 to 28 s

b. 0 to 6 s c. 15 to 20 s, 28 s to 40 s

22a. 2 m/s2

b. �1 m/s2

c. 0 m/s2

SKILL Use an example fromthe game of baseball such as apop fly that goes straight up anddown and lands in the catcher’smitt. Ask students to draw amotion diagram of the situation.Identify the magnitude anddirection of the accelerationduring each phase of the ball’smotion—its rise, its fall, andwhen it stops in the mitt. Whereis the acceleration largest?Acceleration is due to gravity. It is constant. What is its direc-tion then? Direction will dependon the chosen coordinate system.

LSELLL1

Assessment

Practice Problems

5. Lead them to display three representa-tions of velocity and acceleration: amotion diagram, a velocity-time graph,and the equation defining acceleration.

RESULTSUse the motion diagram, graph, and equa-tion to make the point that the accelera-tion of an object need not be zero justbecause its instantaneous velocity is zero.On the motion diagram, the difference

between two successive velocities is alwaysthe same. On the graph, the slope isalways negative. In the equation, justbecause v at an instant is zero doesn’tmean that the velocity the next instant isalso zero.

A reference to the analogous relation-ship between the velocity of an objectwhen its instantaneous position is zeromay also help.

KNOWLEDGE Have students write aparagraph in which they use the motiondiagram, graph, and equation developedin this demonstration to disprove the mis-conception that the acceleration of anobject must be zero if the object’s instan-taneous velocity is zero.

Assessment

moving back downhill as in Figure 5–15. The acceleration is downhillboth before and after the ball stops. What happens at the instant whenthe ball’s instantaneous velocity is zero? Remember that the velocity iszero only at an instant of time, not for an instant. That is, the time inter-val over which the velocity is zero is itself zero. Thus, the accelerationpoints downhill as the ball reaches the top of the hill, and it continuesto point downhill as the ball moves back downhill.

Calculating Velocity from AccelerationYou learned that you could use the definition of velocity to find the

position of an object moving at constant velocity. In the same way, youcan find the velocity of the object by rearranging the definition of aver-age acceleration.

a� � ��

�

v

t� � �

v

t1

1

�

�

v

t0

0�

Assume that t0 � 0. At that time, the object has a velocity v0. Let t beany value of t1 and v be the value of the velocity at that time. Becauseonly one-dimensional, straight-line motion with constant accelerationwill be considered, a can be used instead of a�. After making these sub-stitutions and rearranging the equation, the following equation isobtained for the velocity of an object moving at constant acceleration.

Velocity with Constant Acceleration v � v0 � at

You also can use this equation to find the time at which a constantlyaccelerating object has a given velocity, or, if you are given both a velocityand the time at which it occurred, you can calculate the initial velocity.


HELP WANTEDAIR-TRAFFIC CONTROLLERIf you can think fast andcommunicate clearly anddecisively while jugglingdozens of details in yourmind, you might be theperson we are seeking.Three years of workexperience or four yearsof college and the abilityto pass the Federal CivilService Exam may quali-fy you to enter a trainingprogram. Advancementis based on job perfor-mance and completionof on-the-job trainingprograms. Knowledge offoreign languages is aplus. For information,contact your local JobInformation Center ofThe U.S. Office of Personnel Management.

23. A golf ball rolls up a hill toward a miniature-golf hole. Assignthe direction toward the hole as being positive.a. If the ball starts with a speed of 2.0 m/s and slows at a con-

stant rate of 0.50 m/s2, what is its velocity after 2.0 s? b. If the constant acceleration continues for 6.0 s, what will be

its velocity then?c. Describe in words and in a motion diagram the motion of

the golf ball.24. A bus, traveling at 30.0 km/h, speeds up at a constant rate of

3.5 m/s2. What velocity does it reach 6.8 s later?25. If a car accelerates from rest at a constant 5.5 m/s2, how long

will it need to reach a velocity of 28 m/s?26. A car slows from 22 m/s to 3.0 m/s at a constant rate of

2.1 m/s2. How many seconds are required before the car is traveling at 3.0 m/s?

Begina

Uphill v

At top

Enda

a

Downhill v

v = 0

FIGURE 5–15 The accelerationof the ball is always downward.

Practice Problems

98

Have students refer to Appendix Cfor complete solutions to PracticeProblems. 23a. 1.0 m/s

b. –1.0 m/sc. In the first case, the ball’s

velocity decreased. In the sec-ond case, the ball slowed to astop and then began rollingback down the hill.

24. 116 km/h25. 5.1 s26. 9.0 s

Concept DevelopmentWhen you introduce or develop theequation describing how velocityvaries in time with constant acceler-ation, v � v0 � at, first draw a v-tgraph with a constant slope. Thenremind students of the equation for the variation of position withtime for constant speed, d � d0 � vt,and draw an x-t graph with constant slope.

Students may have difficulty dis-tinguishing between v and v0. Goback to the equation for distanceand draw on the x-t graph three par-allel lines with different intercepts.One should have d0 0, one d0 � 0,and one d0 � 0. Ask students todraw motion diagrams and describethe motion of the three objects.Point out how d varies with t andhow the three velocities are the same.

Now, do the same on the v-tgraph. Draw three parallel lines(same acceleration) with differentintercepts on the y-axis (values ofv0 0, v0 � 0, and v0 � 0). Ask stu-dents to draw motion diagrams foreach line and describe in words themotion of an object that wouldproduce that graph. Again, illustratehow v varies with time and how thethree accelerations are the same.

ELL

L1

Practice Problems


Visual-Spatial After having completedthe exercise described in the ConceptDevelopment above, ask students to sketch intheir journals three position-time graphs withthe same constant velocity but a differentvalue from the one you chose. Have themdraw motion diagrams and write descriptionsfor each object’s motion. Then have themrepeat the exercise for velocity-time graphs for

three objects with a different accelerationfrom the one you chose. Have some studentsuse velocities and accelerations having theopposite sign from the sign you used.Students can also place their journal entriesin their portfolios. PELLL1

LS

Displacement Under Constant AccelerationYou know how to use the area under the curve of a velocity-time

graph to find the displacement when the velocity is constant. The samemethod can be used to find the displacement when the acceleration isconstant. Figure 5–16 is a graph of the motion of an object accelerat-ing constantly from v0 to v. If the velocity had been a constant, v0, thedisplacement would have been v0t, the area of the lightly shaded rec-tangle. Instead, the velocity increased from v0 to v. Thus, the displace-ment is increased by the area of the triangle, 1/2(v – v0)t. The total dis-placement, then, is the sum of the two.

d � v0t � 1/2(v – v0)t

When the terms are combined, the following equation results.

d � 1/2(v � v0)t

If the initial position, d0, is not zero, then this term must be added togive the general equation for the final position.

Final Position with Constant Acceleration d � d0 � 1/2(v � v0)t

Frequently, the velocity at time t is not known, but because v � v0 � at,you can substitute v0 � at for v in the previous equation and obtain thefollowing equation.

d � d0 � 1/2(v0 � v0 � at)t

When the terms are combined, the following equation results.

Final Position with Constant Acceleration d � d0 � v0t � 1/2at2

Note that the third equation involves position, velocity, and time, butnot acceleration. The fifth equation involves position, acceleration, andtime, but not velocity. Is there an equation that relates position, velocity,and acceleration, but doesn’t include time? To find that equation, startwith the following equations.

d � d0 � 1/2(v � v0)t and v � v0 � atSolve the second equation for t.

t � (v – v0)/aSubstitute this into the equation for displacement.

d � d0 � 1/2(v0 � v)(v – v0)/aThis equation can be solved for the final velocity.

Final Velocity with Constant Acceleration v2 � v02 � 2a(d – d0)

The four equations that have been derived for motion under constantacceleration are summarized in Table 5–2. One is useful for calculatingvelocity and three are equations for position. When solving problemsinvolving constant acceleration, determine what information is givenand what is unknown, then choose the appropriate equation. Theseequations, along with velocity-time and position-time graphs, providethe mathematical models you need to solve motion problems.

5.3 Acceleration 99

00

v

v

v0

t

FIGURE 5–16 The area underthe curve of a velocity versus timegraph equals the displacement.

Pocket LabDirection of Acceleration

Tape a bubble level onto the topof a laboratory cart. Center thebubble. Observe the direction of the motion of the bubble asyou pull the cart forward, moveit at constant speed, and allowit to coast to a stop. Relate themotion of the bubble to theacceleration of the cart. Predictwhat would happen if you tiethe string to the back of thecart and repeat the experiment.Try it.Analyze and Conclude Drawmotion diagrams for the cart asyou moved it in the forwarddirection and it coasted to a stopand as you repeated the experi-ment in the opposite direction.

99

Direction ofAccelerationPurpose To investigate the accelera-tion of a laboratory cart using a simple accelerometer

Materials Small bubble level, laboratory cart, tape, string

Outcome The bubble moves forwardas the cart starts to move forward.The bubble is centered when the cartmoves at constant speed. As the cartcoasts to a stop, the bubble movestoward the back of the cart. Whenthe bubble is centered, the cart is notaccelerating. When the bubble movesforward, the acceleration is in theforward direction. When the bubblemoves toward the back of the cart,the acceleration of the cart is back-ward. Students should predict thatthe results will be the same butopposite in direction when they pullthe cart from the rear.

Analyze and Conclude Students’motion diagrams should reflect thefact that objects moving in a straightline at a steady speed have zeroacceleration; that when an object isspeeding up, the acceleration is inthe direction of the object’s motion;and that when an object is slowingdown, the acceleration is oppositethe direction of the object’s motion.

LS

Gifted Ask students to examine the data fordragsters in the F.Y.I. on page 101. Theyshould convert the values to SI units, andthen see if both records were broken on thesame run. Was the acceleration of the dragsterconstant? One-quarter mile is 402 m, whichmeans that the acceleration was 38.3 m/s2, but315.57 mph is 141.4 m/s, so the acceleration was30.8 m/s2. Because the equations of motion forconstant acceleration do not give the same results,

the acceleration could not have been constant. Infact, the acceleration can be as large as 50 m/s2

early in the race and then drop throughout therace. LSL3


Texas TEKS

Pages 98–99: 1(A), 2(C), 3(B),3(D), 4(A), 4(B) Pages 100–101: 1(A), 1(B), 2(A),2(B), 2(C), 2(D), 2(E), 3(B), 4(A),4(B)

Process Skills Measuring, controlling variables,making and using graphs, compar-ing and contrasting

Safety Precautions Students should wear goggles during all lab activites.

Possible HypothesesThe p-t graph for the speeder starts at0.0 and has a steady positive slope.The v-t curve is a horizontal line.

Possible ProceduresStudents may measure the time ittakes the car to cover a certain dis-tance, then adjust the angle of theinclined plane to give the ball justenough acceleration to cover thedistance in the same amount oftime. The positions of the ball andcar should be the same at the begin-ning and end. Students shouldmeasure the time when each objectis halfway through the course. Thecar will take half the time to travelhalf the distance, but the ball willtake more time for the first half ofthe journey than for the second half.

Analyze and Conclude1. The car has a steady velocity. At

the beginning of the chase, thepolice car has zero velocity. At theend of the chase, the police car ismoving twice as fast as the speeder.

2. Both cars had the same velocityat the halfway time, not thehalfway position.

Car

Police car

Time

Vel

ocity

Police car

Car

Time

Pos

ition

LS

3. Both cars had the same change in position inthe same time interval and, therefore, hadthe same average velocities.

4. typically between 20 cm/s and 35 cm/s

Apply1. It took several seconds for the police car to

reach the speed of the car. During that time,the distance between the cars was increasing.

2. Data will vary. The acceleration is found bycalculating the slope of the v-t graph.

3. No. The graphs would be parallel lines.4. Labs will vary. The v-t graph of a non-acceler-

ated object is a horizontal line, while for an

accelerated object, the graph is a slanted line.

PERFORMANCE 1. Draw a motion diagram for each vehicle. The

motion diagram of the car shows constant speedin each time interval. That of the police carshows speed increasing in each time interval.

2. Under what conditions would the police carhave been unable to catch up with thespeeder? if the average speed of the car weregreater than the average speed of the police car

100

Ball and Car RaceProblem

A car moving along a highway passes aparked police car with a radar detector. Justas the car passes, the police car starts topursue, moving with a constant acceleration.The police car catches up with the car just asit leaves the jurisdiction of the policeman.

HypothesisSketch the position-versus-time graphs andthe velocity-versus-time graphs for thischase, then simulate the chase.

Possible Materialsbattery-powered car 1-in. steel ballmasking tape stopwatchwood block graph paper90-cm-long grooved track

Plan the Experiment1. Identify the variables in this activity.

2. Determine how you will give the ball aconstant acceleration.

3. Devise a method to ensure that bothobjects reach the end of the track at thesame time.

4. Construct a data table that will show thepositions of both objects at the beginning,the halfway point, and the end of the chase.

5. Check the Plan Review your plan with your teacher before you begin the race.

6. Construct p-t and v-t graphs for bothobjects. Use technology to construct thesegraphs if possible. Identify the relation-ships between variables.

7. Dispose of materials that cannot bereused or recycled. Put away materialsthat can be used again.

Analyze and Conclude1. Comparing and Contrasting Compare

the velocities of the cars at the beginningand at the end of the chase. Write a verbaldescription.

2. Using Graphs At any time during thechase, did the cars ever have the samevelocity? If so, mark these points on thegraphs.

3. Comparing and Contrasting Comparethe average velocity of the police car tothat of the car.

4. Calculating Results Calculate the average speed of each car.

Apply1. Explain why it took the police car so long

to catch the car after it sped by.

2. Analyze and evaluate the plots of thespeeder’s motion. Infer from the plots the speeder’s acceleration.

3. If the speeder accelerated at the exactsame rate of the police car at the momentthe speeder passed the police car, wouldthe police car ever catch the speeder?Predict how your graphs would change.

4. Develop a CBL lab that plots the velocityof a non-accelerated object and an accel-erated object. Describe your graphs.


Time

Velo

city

Time

Posi

tion

Assessment

5.3 Acceleration 101

Finding Displacement Under Constant AccelerationIn Chapter 3, you completed the first step in solving the following

problem by sketching the situation and drawing the motion diagram.Now you can add the mathematical model. A car starts at rest andspeeds up at 3.5 m/s2 after the traffic light turns green. How far will ithave gone when it is going 25 m/s?

Sketch the Problem• Sketch the situation.• Establish coordinate axes.• Draw a motion diagram.


d0 � 0.0 m v � 25 m/s d � ?

v0 � 0.0 m/s a � 3.5 m/s2

Strategy: Calculations:Refer to Table 5–2. Use an equation v2 � v0

2 � 2a(d � d0)containing v, a, and d. d � d0 � (v2 � v0

2)/(2a)� 0.0 m � [(25 m/s)2 � (0.0 m/s)2]/(23.5 m/s2) � 89 m

Check Your Answer• Is the unit correct? Dividing m2/s2 by m/s2 results in m, the cor-

rect unit for position.• Does the sign make sense? It is positive, in agreement with both

the pictorial and physical models.• Is the magnitude realistic? The displacement is almost the length

of a football field. It seems large, but 25 m/s is fast (about55 mph), and the acceleration, as you will find in the next exam-ple problem, is not very great. Therefore, the result is reasonable.

Equation Variables Initial Conditions

v � v0 � at t v a v0d � d0 + 1/2(v0 � v)t t d v d0 v0d � d0 + v0t � 1/2at2 t d a d0 v0v 2 � v0

2 � 2a(d � d0) d v a d0 v0

TABLE 5–2Equations of Motion for Uniform Acceleration

v

a

0 +x

Begin End

Begin End

F.Y.I.A dragster tries to obtain maximum acceleration overa quarter-mile course. Thefastest time on record forthe quarter mile is 4.480 s.The highest final speed onrecord is 330.23 mph.

Example Problem

Concept DevelopmentRemind students that they havealready sketched this example prob-lem in Chapter 3. Ask students toexamine the information given inthe statement of the problem toselect the equation to be used. Thefourth equation will be used.

Require that students rearrangethe equation before substituting val-ues. Point out that when an equa-tion such as 225 � 7 d results, theymay have trouble checking theirresults because the units and originsof the numbers have been lost.

101

CAUTION: Wear goggles. The position-time and velocity-time graphs of motion underconstant acceleration are besttaught using a motion detectorand CBL or MBL equipment.Constant acceleration can beproduced using a low-frictionfan cart, a cart connected withstring to a small hanging weight,or by tilting the track. Ask stu-dents to use the equipment, toselect different initial positionsand velocities, and to change thefan speed, the weight, or the tiltto vary the acceleration.

DEMOQUICK

Learning Disabled If students are hav-ing difficulty understanding and using theequations in Table 5–2 on page 101, helpthem see how the equations provide theanswers to typical questions about motion.

Illustrate the way graphs and motiondiagrams can give a mathematical answerto “How fast was it going then?” From the graph, students already know how toanswer the question because the velocity-time graph is the graph of the equation

v � v0 � at. Acceleration and initial veloc-ity must be known. Show students that theequation can be rearranged to answer thequestion “When was it going this fast?”

The next equation is developed usingthe area under a velocity-time graph. It answers the question “Where was itwhen it was going this fast at this time?”The acceleration does not have to beknown, but initial position and velocityare needed.

The third equation answers the ques-tion “Where was it when?” The accelera-tion and initial position and velocity areneeded, but the final velocity is not.

The fourth equation answers the question “How fast was it going where?”The acceleration and initial position andvelocity are needed, but the time is not.Show how the equation can be rearrangedto answer the question “Where was itgoing how fast?” L1


Two-Part MotionThe driver of the car in the previous example problem, traveling

at a constant 25 m/s, sees a child suddenly run into the road. It takes the driver 0.45 s to hit the brakes. As it slows, the car has asteady acceleration of 8.5 m/s2. What’s the total distance the car moves before it stops?

Sketch the Problem• Label your drawing with “begin” and “end.”• Choose a coordinate system and create

the motion diagram.• Use subscripts to distinguish the three

positions in the problem.


d1 � 0.0 m v2 � 25 m/s d2 � ?

v1 � 25 m/s a23 � �8.5 m/s2 d3 � ?

a12 � 0.0 m/s2 v3 � 0.0 m/s

t2 � 0.45 s

Strategy:

There are two parts to the problem: the intervalof reacting and the interval of braking.

Reacting: Find the distance the car travels. Dur-ing this time, the velocity and time are knownand the velocity is constant.

Braking: Find the distance the car moves whilebraking. The initial and final velocities areknown. The acceleration is constant and nega-tive, as shown in the motion diagram.

The position of the car when the brakes areapplied, d2, is the solution of the first part of theproblem; it is needed to solve the second part.

Check Your Answer• Is the unit correct? Performing algebra on the units verifies the

distance in meters.• Do the signs make sense? Both d3 and d2 are positive, as they

should be.• Is the magnitude realistic? The braking distance is much smaller

than it was in the previous example problem, which makes sensebecause the magnitude of the acceleration is larger.

A Mathematical Model of Motion102

Calculations:

Reacting: d2 � vtd2 � (25 m/s)(0.45 s)

� 11 m

Braking: v32 � v2

2 � 2a23(d3 � d2)

d3 � d2 � (v32 � v2

2)/(2a23)

3 � 11 m ��0

2

.0

(�

�

8

(

.

2

5

5

m

m

/s

/2s

)

)2�

3 � 48 m

0

Begin

1 2 3

+x

End

Reacting Braking

Beginv

Enda12 a23

Example ProblemConcept DevelopmentRemind students that a problemmust be broken into parts if theacceleration changes. In the case ofthe example problem, the accelera-tion is first zero, then nonzero.

Reinforce the need to decide ona coordinate system before the signsof displacement, velocity, and accel-eration can be assigned. In this case,the direction of motion is positive.

Help students draw the motiondiagrams for each part so that theydistinguish the constant velocityand constant acceleration parts.

Students should use the motiondiagram to show that while stop-ping, the velocity and accelerationare in opposite directions. Thus,because the sign of velocity is posi-tive, the sign of acceleration mustbe negative.

UncoveringMisconceptionsSome students will ask “Isn’t thisproblem incorrect? The sign of theacceleration should have been posi-tive.” Point out that the problemcould have been done with the pos-itive direction assigned in the direc-tion of the acceleration. Then thedistance and velocity would havebeen negative. The choice of thecoordinate system is to be made by the student.

102

Applying PhysicsBRAKING TESTSWhat is a reasonable acceleration for a slowing car? An acceleration of 8.5 m/s2 is hard to obtain undernormal conditions. Most tests of

braking on dry roads result in accelerations of the order of 7 m/s2. When roads are wet,the values drop to about 4 m/s2. Whileantilock braking systems keep tires from sliding on the road, their main purpose is

to reduce skidding, not to decrease the brakingdistance. Have students investigate the resultsof braking tests by researching magazines andthe Internet. L1TECH

PREP

Have students refer to Appendix Cfor complete solutions to PracticeProblems. 27. 3.6 � 102 m28. 6.3 s29. 0.94 m/s30a. 1.35 � 103 m

b. 90.0 m/s

Practice Problems

Texas TEKS

Pages 102–103: 3(B), 4(B)

Section Review1a. Give an example of an object that is

slowing down but has a positiveacceleration.

b. Give an example of an object that isspeeding up but has a negative accel-eration.

2a. If an object has zero acceleration,does that mean its velocity is zero?Give an example.

b. If an object has zero velocity at someinstant, does that mean its accelera-tion is zero? Give an example.

3. Is km/h/s a unit of acceleration? Is this unit the same as km/s/h?Explain.

4. Figure 5–17 is a strobe photo of a horizontally moving ball. Whatinformation about the photo wouldyou need and what measurementswould you make to estimate theacceleration?

5. If you are given a table of velocitiesof an object at various times, howcould you find out if the accelerationwas constant?

6. If you are given initial and finalvelocities and the constant accelera-tion of an object, and you are askedto find the displacement, whichequation would you use?

7. Critical Thinking Describe how youcould calculate the acceleration of anautomobile. Specify the measuringinstruments and the procedures youwould use.

5.3

5.3 Acceleration 103

For all problems, sketch the situation, assign variables, create a motion diagram, and then develop a mathematical model.27. A race car traveling at 44 m/s slows at a constant rate to a velocity

of 22 m/s over 11 s. How far does it move during this time?28. A car accelerates at a constant rate from 15 m/s to 25 m/s while

it travels 125 m. How long does it take to achieve this speed?29. A bike rider accelerates constantly to a velocity of 7.5 m/s during

4.5 s. The bike’s displacement during the acceleration was 19 m.What was the initial velocity of the bike?

30. An airplane starts from rest and accelerates at a constant 3.00 m/s2 for 30.0 s before leaving the ground.a. How far did it move?b. How fast was it going when it took off?

FIGURE 5–17

Practice Problems 3 ASSESSChecking forUnderstanding

Interpersonal Roll a friction-free car up an incline so that itcomes back down to where youreleased it. Ask students to draw amotion diagram and find the direc-tion of its acceleration. Then askthem to brainstorm questions thatcould be asked about the motion of the car. what speed it had when you let go, when it returned, or at anyother location; what its accelerationwas; how long it took to reach the topand to return Have other studentssuggest the graph and equation touse to answer the questions.

ReteachingReview the practice problems,emphasizing sketches, motion dia-grams, and graphs to establish thequalitative aspects of the solution.Then, guide students in the use ofthe equations to find the quantita-tive answer.


4 CLOSERefer to the car on the inclinedplane, and have students predictwhat would happen as the inclinebecame steeper. The accelerationwould become larger. What wouldhappen if the board were vertical?The car would move like a ball doeswhen it is thrown up into the air.

L2

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103

1. a. if forward is the positive direction, a car moving backward at decreas-ing speed

b. in the same coordinate system, a carmoving backward at increasing speed

2. a. No, a � 0 when velocity is constant.b. No, a ball rolling uphill has zero

velocity at the instant it changesdirection but its acceleration isnonzero.

3. Yes; the two units are not the same.The first measures how many km/hthe speed changes each second. Thesecond measures how many km/sthe speed changes in one hour.

4. You need to know the time betweenflashes and the distance scale. Meas-ure the distance between the first two images and the distance betweenthe last two. From these, you get two velocities. Between these

two velocities, a time interval of xflashes occurred. Divide the differ-ence between the two velocities by x.

5. Draw a velocity-time graph and seewhether the curve is a straight line.

6. vf2 � vi

2 � 2ad7. One person reads a stopwatch and

calls out time intervals. Another person reads the speedometer ateach time and records it. Plot speedversus time and find the slope.

Section Review5.3

FIGURE 5–18 If the upwarddirection is chosen as positive,then both the velocity and theacceleration of this apple in freefall are negative.

5.4


Drop a sheet of paper. Crumple it, then drop it again.Its motion is different in the two instances. So is

the motion of a pebble falling through water comparedwith the same pebble falling through air. Do heavierobjects fall faster than lighter ones? The answer dependsupon whether you drop sheets of paper or rocks.

Acceleration Due to GravityGalileo Galilei recognized about 400 years ago that to make progress

in the study of the motion of falling bodies, the effects of air or water,the medium through which the object falls, had to be ignored. He alsoknew that he had no means of recording the fall of objects, so he rolledballs down inclined planes. By “diluting” gravity in this way, he couldmake careful measurements even with simple instruments.

Galileo found that, neglecting the effect of the air, all freely fallingobjects had the same acceleration. It didn’t matter what they were madeof, what their masses were, from how high they were dropped, orwhether they were dropped or thrown. The magnitude of the accelera-tion of falling objects is given a special symbol, g, equal to 9.80 m/s2.We now know that there are small variations in g at different places onEarth, and that 9.80 m/s2 is the average value.

Note that g is a positive quantity. You will never use a negative valueof g in a problem. But don’t things accelerate downward, and isn’tdown usually the negative direction? Although this is true, rememberthat g is only the magnitude of the acceleration, not the accelerationitself. If upward is defined to be the positive direction, then the accel-eration due to gravity is equal to �g. The acceleration due to gravityis the acceleration of an object in free fall that results from the influ-ence of Earth’s gravity. Suppose you drop a rock. One second later, itsvelocity is 9.80 m/s downward. One second after that, its velocity is19.60 m/s downward. For each second that the rock is falling, its down-ward velocity increases by 9.80 m/s.

Look at the strobe photo of a dropped apple in Figure 5–18. Thetime interval between the photos is 1/120 s. The displacement betweeneach pair of images increases, so the speed is increasing. If the upwarddirection is chosen as positive, then the velocity is becoming more andmore negative.

Could this photo be of a ball thrown upward? If you again chooseupward as the positive direction, then the ball leaves your hand with apositive velocity of, say, 20.0 m/s. The acceleration is downward, so a isnegative. That is, a � �g � �9.80 m/s2. This means that the speed ofthe ball becomes less and less, which is in agreement with the strobe

Free Fall

OBJ ECTIVES• Recognize the meaning of

the acceleration due togravity.

• Define the magnitude of theacceleration due to gravityas a positive quantity anddetermine the sign of theacceleration relative to thechosen coordinate system.

• Use the motion equationsto solve problems involvingfreely falling objects.

PREPAREContent RefresherAll the methods of the previous section can be used in the contextof free fall. The equations are notrewritten using �g instead of a toemphasize both that the sign ofacceleration depends on the choiceof coordinate system and that anobject falling freely is acceleratingno differently than any other object.

BridgingThis section builds directly on theprevious one making use of motiondiagrams, graphs, and equations toanalyze uniformly acceleratedmotion.

1 FOCUSDrop a ball and ask students todescribe its motion. If they say thatit went faster and faster as it fell, askthem how they knew that. Whatmeasurements could they make tosee if that were true? Point out thatabout 400 years ago, Galileo recog-nized that if he rolled the ball downa ramp, it would move just as it did when dropped, but its motionwould be slow enough for him tostudy with nothing more than ameasuring stick and a water clock.

2 TEACHCooperative Learning

Interpersonal Ask groups of students to investigate how thevalue of g varies in places havingdifferent altitudes or latitudes. Themanager of each group shouldassign different tasks to members.The tasks might differ dependingupon the nature of the variation(latitude, altitude) or the techniquesused to collect the information.One group should be assigned tofind a precise value for g for yourcommunity. COOP LEARNL1

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SECTION 5.4

CD-ROMPhysics for the Computer AgeMATHEMATICAL RELATIONSHIPS:Pile Driver, Graphical RelationshipsACCELERATION: Introduction to Acceleration

Program Resources

Study Guide, p. 30 Physics Skills, p. 33 Physics Lab and Pocket Lab Worksheets,

p. 22 L1

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105

photo. After 1 s, the ball’s velocity is reduced by 9.80 m/s, so it is nowtraveling at 10.2 m/s. After 2 s, the velocity is 0.4 m/s, and the ball isstill moving upward. After the next second, the ball’s velocity, beingreduced by another 9.80 m/s, is now �9.4 m/s. The ball is now mov-ing downward. After 4 s, the velocity is �19.2 m/s, meaning that it isfalling even faster. The velocity-time graph of the ball’s flight is shownin Figure 5–19a. Figure 5–19b shows what happens at around 2 s,where the velocity changes smoothly from positive to negative. At aninstant of time, near 2.04 s, the ball’s velocity is zero.

The position-time graphs in Figure 5–19c and d show how the ball’sheight changes. The ball has its maximum height when its velocity is zero.

The Demon DropThe Demon Drop ride at Cedar Point Amusement

Park falls freely for 1.5 s after starting from rest.

a. What is its velocity at the end of 1.5 s?

b. How far does it fall?

Sketch the Problem• Choose a coordinate system with

a positive axis upward and the originat the initial position of the car.

• Label “begin” and “end.”• Draw a motion diagram showing

that both a and v are downward and, therefore, negative.


a � �g � �9.80 m/s2 d � ?

d0 � 0 v � ?

v0 � 0

t � 1.5 s

0–20

0

20

4t (s)

v (m/s)

2 2.05–0.5

0

0.5

2.1t (s)

v (m/s)

0 1 2 30

25

4t (s)

x (m)

2 2.0520.39

20.40

20.41

2.1t (s)

x (m)

FIGURE 5–19 In a coordinatesystem in which the upwarddirection is positive, the velocityof the thrown ball decreasesuntil it becomes zero at 2.04 s,then it increases in the negativedirection.

v

+x

0Begin

End

a

5.4 Free Fall

a b c d

Free Fall➥ Answers question from page 80.

Example Problem

Continued on next page

105

CAUTION: Wear goggles. A good estimate of the free-fallacceleration can be made withsimple equipment. With a littlepractice, quarter seconds can be estimated by emphasizingeach syllable while counting“one one-thousand, two one-thousand,” and so on. Measurea height of 1 m from the floor.Drop a ball from this height,and using the counting methoddescribed above, time its fall,which will be about 1/2 s. Theequation d � 1/2 gt2 yields avalue of about 8 m/s2. Not badfor such a crude experiment! Ask students from how high theball would have to have beendropped to take 1 s to fall. 4 m

DEMOQUICK

SKILL The meaning of accelera-tion should be emphasized byhaving the class recite the valueof the velocity of a dropped rocksecond by second, as in thesequence on page 104 of the stu-dent text. Then repeat the activ-ity for a ball that is launchedupward at 20 m/s as on pages104–105. After examining thegraphs at the top of page 105,do the activity once more for aball thrown downward at 5 m/s.Ask students to draw v-t graphsfor the three balls. Make surethat the slopes of all threestraight lines are the same, 9.80 m/s2 downward. LSL1

Assessment

Learning Disabled Prepare three objects ofany material to be dropped. Two should be of equal size and weight, the other should be about twice as heavy. Have a rope or othermeans of tying the two smaller ones together.

Ask students if they have heard the storyabout Galileo dropping cannon balls fromthe Leaning Tower of Pisa. Whether or notthey have, hold up the two smaller objectsand ask students which would fall faster. Nomatter what they answer, hold the objects so

that they are almost touching and drop them.Then ask students which would fall faster, the small object or the larger one. When theysay the larger one, tie the two smaller onestogether and again ask, now that they areboth the same weight, which would fall faster.The final step is to ask why the two objectswould fall at a different rate when tiedtogether than they would when they weresimply next to each other.


Texas TEKS

Pages 104–105: 3(B), 3(E), 4(B)

Section Review1. Gravitational acceleration on Mars is

about 1/3 that on Earth. Suppose youcould throw a ball upward with thesame velocity on Mars as on Earth.a. How would the ball’s maximum

height compare to that on Earth?b. How would its flight time compare?

2. Research and describe Galileo’s contri-butions to physics.

3. Critical Thinking When a ball is thrownvertically upward, it continues upwarduntil it reaches a certain position, thenit falls down again. At that highestpoint, its velocity is instantaneouslyzero. Is the ball accelerating at thehighest point? Devise an experiment to prove or disprove your answer.

5.4


Check Your Answer• Are the units correct? Performing algebra on the units verifies

velocity in m/s and position in m.• Do the signs make sense? Negative signs agree with the diagram.• Are the magnitudes realistic? Yes, when judged by the photo at

the opening of this chapter in which the car is about the heightof a person, about 2 m.

Strategy:

a. Use the equation for velocity at constant acceleration.

b. Use the equation for displacement whentime and constant acceleration are known.

Calculations:

v � v0 � at

v � 0 � (�9.80 m/s2)(1.5 s) � �15 m/s

d � d0 � v0t � 1/2at2

d � 0 � 0 � 1/2(�9.80 m/s2)(1.5 s)2 � �11 m

Practice Problems

31. A brick is dropped from a high scaffold.a. What is its velocity after 4.0 s?b. How far does the brick fall during this time?

32. A tennis ball is thrown straight up with an initial speed of 22.5 m/s. It is caught at the same distance above ground.a. How high does the ball rise?b. How long does the ball remain in the air? (Hint: The

time to rise equals the time to fall. Can you show this?)33. A spaceship far from any star or planet accelerates uniformly

from 65.0 m/s to 162.0 m/s in 10.0 s. How far does it move?

Have students refer to Appendix Cfor complete solutions to PracticeProblems. 31 a. �39 m/s (downward)

b. �78 m (downward)32a. 25.8 m

b. 4.6 s33. 1.14 � 103 m

3 ASSESSChecking forUnderstandingReturn to the prior questions:“When was it where? How fast wasit going then? Where was it goingthat fast?” Identify the graphs andequations needed to answer thosequestions. Explore how the graphsare modified when the object is infree fall.

ReteachingReturn to drawing motion diagramsfor objects that are dropped, thrownup, and thrown down. Ask studentsto demonstrate that the objectsaccelerate downward when they aremoving up, when they are at theirhighest point, and when they arefalling down. Then reemphasize thegraphs of velocity versus time for anobject in free fall. Finally, return tothe equations for objects movingwith constant acceleration.


4 CLOSESit on a chair in the front of theroom and throw a ball straight up soit almost touches the ceiling. Askstudents how fast you threw it. Withtheir experience from earlier work, theyshould be able to estimate h, the dis-tance it rose. From that and knowingthat its velocity at the top was zero, theycan find v0 � �2�gh�. Then ask themto calculate the length of time theball was in the air. t � 2�2�h/�g�. L1

L2

ELL

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106

Practice Problems

1. a. At maximum height, vf � 0, so d � vi

2/2g, or three times higher.b. Time is found from d � 1/2gt2 or

t � �2�d/�g�. Distance is multiplied by 3 and g is divided by 3, so time isthree times as long.

2. Student answers will vary. Answersshould include Galileo’s experimentsdemonstrating how objects accelerate asthey fall. Answers might include his useof a telescope to discover the moons ofJupiter and the rings of Saturn, and hisreliance on experimental results ratherthan authority.

3. The ball is accelerating; its velocity is changing. Take a strobe photo to measure its position. From photos, calculate the ball’s velocity.

Section Review5.4

5 CHAPTER REVIEW

Review Summary statements andKey Terms with your students.

Reviewing ConceptsSection 5.11. Both are straight lines that start

at the same position, but theslope of the runner’s line issteeper.

2. velocity

Section 5.23. It is possible to calculate the

average velocity from the infor-mation given, but it is not possi-ble to find the instantaneousvelocity.

4. the change in displacement5. The car starts from rest and

increases its speed. As the car’sspeed increases, the driver shifts gears.

107

Chapter 5 Review 107


• Position-time graphs can be used to findthe velocity and position of an object,and where and when two objects meet.

• A description of motion can be obtainedby interpreting graphs, and graphs canbe drawn from descriptions of motion.

• Equations that describe the position ofan object moving at constant velocitycan be written based on word andgraphical representations of problems.


• Instantaneous velocity is the slope ofthe tangent to the curve on a position-time graph.

• Velocity-time graphs can be used todetermine the velocity of an object andthe time when two objects have thesame velocity.

• The area under the curve on a velocity-time graph is displacement.

5.3 Acceleration• The acceleration of an object is the slope

of the curve on a velocity-time graph.

• The slope of the tan-gent to the curve on a v-t graph is the instantaneousacceleration of the object.

• Velocity-time graphs and motion dia-grams can be used to find the sign ofthe acceleration.

• Both graphs and equations can be usedto find the velocity of an object under-going constant acceleration.

• Three different equations give the dis-placement of an object under constantacceleration, depending on what quan-tities are known.

• The mathematical model completes thesolution of motion problems.

• Results obtained by solving a problemmust be tested to find out whether theyare reasonable.

5.4 Free Fall• The magnitude of the acceleration due

to gravity (g � 9.80 m/s2) is always apositive quantity. The sign of accelera-tion depends upon the choice of thecoordinate system.

• Motion equations can be used to solveproblems involving freely falling objects.

Key Terms

5.1• uniform motion

5.3• constant

acceleration

• instantaneousacceleration

5.4• acceleration

due to gravity

Summary

Reviewing Concepts

CHAPTER 5 REVIEW

Key Equations

5.1 5.3

v� � ��

�

d

t� � �

d

t1

1 �

�

t

d

0

0�

d � d0 � vt

a� � ��

�

v

t� � �

v

t1

1

�

�

v

t0

0�

v � v0 � at

d � d0 � 1/2(v � v0)t

d � d0 � v0t � 1/2at2

v2 � v02 � 2a(d – d0)

Section 5.11. A walker and a runner leave your front

door at the same time. They move in

the same direction at different constantvelocities. Describe the position-timegraphs of each.

VideotapeMindJogger Videoquizzes Chapter 5: A Mathematical Model of MotionHave students work in groups as they playthe videoquiz game to review key chapterconcepts. Texas TEKS

Pages 106–107: 3(B), 3(E), 4(B)

5 CHAPTER REVIEW

Section 5.36. instantaneous acceleration7 a. Yes, a car’s velocity is positive

or negative with respect to itsdirection of motion fromsome point of reference. Onedirection of motion is definedas positive, and velocities inthat direction are consideredpositive. The opposite direc-tion of motion is considerednegative; all velocities in thatdirection are negative. Anobject undergoing positiveacceleration is either uni-formly increasing its velocityin the positive direction oruniformly reducing its veloc-ity in the negative direction.

b. A car climbing a hill and run-ning out of gas will eventuallychange the direction of itsvelocity while maintaining aconstant acceleration. If thedirection of motion uphill isdefined as positive, then afterits motor stops, the car’svelocity decreases, reacheszero, and then changes itsdirection of motion downhill.Throughout each change inthe magnitude or direction ofits velocity, the car is under-going uniform negativeacceleration.

8. Yes, drop a book.9. When the velocity-time graph

is a line parallel to the t-axis,the acceleration is zero.

10. Draw a velocity-time graphand see whether the curve is a straight line.

11. t � (vf � vi)/a; vf � vi � at;d � (vf � vi)(t)/2

Section 5.412. All objects accelerate toward

the ground at the same rate.13. Student answers will vary.

Some examples are sheets of paper, parachutes, leaves,and feathers.

14. Student answers will vary.Some examples are a steel ball,a rock, and a person fallingthrough small distances.

Applying Concepts15a. Velocity increases rapidly at first, then

more slowly. Acceleration is greatest at the beginning but is reduced as velocityincreases. Eventually, it is necessary forthe driver to shift into second gear.

b. The acceleration is smaller just before thegear change because the slope is less atthat point on the graph. Once the drivershifts and the gears engage, accelerationand the slope of the curve increase.

16. Walk in the positive direction at a constantspeed; walk in the positive direction at an

increasing speed for a short time, keepwalking at a moderate speed for twice thatamount of time. Slow down over a shorttime and stop. Remain stopped. Turnaround and repeat the procedure until theoriginal position is reached.

17. The acceleration is largest during an inter-val starting at t � 0 and lasting about 1/2second. It is smallest beyond 33 seconds.

18. a � (v � v0)/t19a. Runner A has a head start by four units.

b. Runner B is faster as shown by the steeper slope.

c. Runner B passes Runner A at point P.108

108

CHAPTER 5 REVIEW

A Mathematical Model of Motion

2. What does the slope of the tangent to the curveon a position-time graph measure?

Section 5.23. If you know the positions of an object at two

points along its path, and you also know thetime it took to get from one point to the other,can you determine the particle’s instantaneousvelocity? Its average velocity? Explain.

4. What quantity is represented by the area undera velocity-time curve?

5. Figure 5–20 shows the velocity-time graph foran automobile on a test track. Describe howthe velocity changes with time.

Section 5.36. What does the slope of the tangent to the curve

on a velocity-time graph measure?7. A car is traveling on an interstate highway.

a. Can the car have a negative velocity and a positive acceleration at the same time? Explain.

b.Can the car’s velocity change signs while it istraveling with constant acceleration? Explain.

8. Can the velocity of an object change when itsacceleration is constant? If so, give an example.If not, explain.

9. If the velocity-time curve is a straight line paral-lel to the t-axis, what can you say about theacceleration?

10. If you are given a table of velocities of anobject at various times, how could you find outif the acceleration of the object is constant?

11. Write a summary of the equations for position,velocity, and time for an object experiencinguniformly accelerated motion.

Section 5.412. Explain why an aluminum ball and a steel

ball of similar size and shape, dropped fromthe same height, reach the ground at the same time.

13. Give some examples of falling objects for whichair resistance cannot be ignored.

14. Give some examples of falling objects forwhich air resistance can be ignored.

Applying Concepts15. Figure 5–20 shows the velocity-time graph of

an accelerating car. The three “notches” in thecurve occur where the driver changes gears.a. Describe the changes in velocity and

acceleration of the car while in first gear.b. Is the acceleration just before a gear change

larger or smaller than the acceleration just after the change? Explain your answer.

16. Explain how you would walk to produce eachof the position-time graphs in Figure 5–21.

17. Use Figure 5–20 to determine during whattime interval the acceleration is largest and during what time interval the acceleration is smallest.

18. Solve the equation v � v0 � at for acceleration.19. Figure 5–22 is a position-time graph of two

people running.a. Describe the position of runner A relative to

runner B at the y-intercept.b.Which runner is faster?c. What occurs at point P and beyond?

00 5 10 15 20 25 30 35

5

10

15

20

25

30

t (s)

v (m/s)

t

x

t

x

AB

CD E

F

GH

FIGURE 5–20

FIGURE 5–21

5 CHAPTER REVIEW

20a. when the positions are thesame, at 1.4 s and 7.8 s

b. Car A has a steeper slope and,therefore, a larger velocity.

c. at 4 s, when the slopes are the same

d. over no time interval e. always, because the slope is

always decreasing21 a. The line on the graph repre-

sents motion with a constantpositive velocity.

b. The area under the curverepresents the change indisplacement.

c. The curve represents motionwith a positive increasingvelocity.

d. The area under the curverepresents the change indisplacement.

22. Both objects traveled thesame distance. The object thatis shot straight upward risesto the same height fromwhich the other object fell.

23. Velocity is reduced at a con-stant rate as the ball travelsupward. As the ball begins todrop, the velocity begins toincrease in the negative direc-tion until it reaches theheight from which it was ini-tially released. At that point,the ball has the same velocityit had upon release. The accel-eration is constant through-out the ball’s flight.

24a. The ball will hit the moonwith a smaller speed becausethe acceleration due to gravityis less on the moon.

b. The ball will take more time.25a. The relationship between d and g is an inverse one (d � (vf

2 � vi2)/2g).

If g increases by three times, or d � (vf

2 � vi2)/2(3g), d changes by 1/3.

Therefore, a ball on Dweeb would rise to a height of one-third that on Earth.

b. With vf � 0, the value d is directly propor-tional to the square of initial velocity, vi.That is, d � vf

2 � (3vi)2/2g. On Earth, an

initial velocity three times greater results

in a ball rising nine times higher. OnDweeb, however, the height of nine timeshigher would be reduced to only threetimes higher because of d’s inverse rela-tionship to a g that is three times greater.

26a. Rock B hits the ground with a greatervelocity.

b. They have the same acceleration, theacceleration due to gravity.

c. Rock A

109

109

CHAPTER 5 REVIEW

Chapter 5 Review

20. Figure 5–23 is a position-time graph of themotion of two cars on a road.a. At what time(s) does one car pass the other?b.Which car is moving faster at 7.0 s?c. At what time(s) do the cars have the same

velocity?d.Over what time interval is car B speeding up

all the time?e. Over what time interval is car B slowing

down all the time?21. Look at Figure 5–24.

a. What kind of motion is represented by a?b.What does the area under the curve

represent?c. What kind of motion is represented by b?d.What does the area under the curve

represent?22. An object shot straight up rises for 7.0 s before

it reaches its maximum height. A second objectfalling from rest takes 7.0 s to reach theground. Compare the displacements of the twoobjects during this time interval.

23. Describe the changes in the velocity of a ballthrown straight up into the air. Then describethe changes in the ball’s acceleration.

24. The value of g on the moon is 1/6 of its valueon Earth.a. Will a ball dropped by an astronaut hit the

surface of the moon with a smaller, equal, orlarger speed than that of a ball dropped fromthe same height to Earth?

b.Will it take more, less, or equal time to fall?25. Planet Dweeb has three times the gravitational

acceleration of Earth. A ball is thrown verticallyupward with the same initial velocity on Earthand on Dweeb.a. How does the maximum height reached by

the ball on Dweeb compare to the maximumheight on Earth?

b. If the ball on Dweeb were thrown with three times greater initial velocity, how would that affect your answer to a?

26. Rock A is dropped from a cliff; rock B isthrown upward from the same position.a. When they reach the ground at the bottom

of the cliff, which rock has a greater velocity?b.Which has a greater acceleration?c. Which arrives first?

ProblemsSection 5.127. Light from the sun reaches Earth in 8.3 min.

The velocity of light is 3.00 � 108 m/s. How faris Earth from the sun?

28. You and a friend each drive 50.0 km. You travelat 90 km/h; your friend travels at 95.0 km/h.How long will your friend wait for you at theend of the trip?

t (s)

d (m)12

6

00 2 4 6 8 10

A

B

t

v

t

v

FIGURE 5–22

FIGURE 5–23

FIGURE 5–24

t

x

P

Runner A

Runn

er B a b

Texas TEKS

Pages 108–109: 3(B), 4(A), 4(B)

5 CHAPTER REVIEW

ProblemsComplete solutions for all ChapterReview Problems can be found in theProblems and Solutions Manualaccompanying this text.

Section 5.1

27. 1.5 � 1011 m28. 1.7 minutes.29a. Refer to Problems and

Solutions Manual.b. The curve is a parabola.c. After 2.2 seconds the ball has

rolled approximately 10 m.30a. Refer to Problems and

Solutions Manual.b. 550 mc. 3.0 � 102 m

31. Refer to Problems andSolutions Manual.

32. 8 m/s

33a. 50 km/h; b. No; 48 km/h

34a. 400 mb. 0c. �200 m

35a. Refer to Problems andSolutions Manual.

b. 150 km; 170 kmc. 1.6 h, 1.4 h

36. Refer to Problems andSolutions Manual. Both carsarrive at the beach at 1:00 P.M.

LEVEL 2

LEVEL 1

110

110

29. The total distance a steel ball rolls down anincline at various times is given in Table 5–3.a. Draw a position-time graph of the motion of

the ball. When setting up the axes, use five divisions for each 10 m of travel on the d-axis. Use five divisions for 1 s of time onthe t-axis.

b.What type of curve is the line of the graph?c. What distance has the ball rolled at the end

of 2.2 s?

30. A cyclist maintains a constant velocity of �5.0 m/s. At time t � 0.0, the cyclist is �250 m from point A.a. Plot a position-time graph of the cyclist’s

location from point A at 10.0-s intervals for 60.0 s.

b.What is the cyclist’s position from point A at 60.0 s?

c. What is the displacement from the starting position at 60.0 s?

31. From the position-time graph in Figure 5–25,construct a table showing the average velocityof the object during each 10-s interval over theentire 100 s.

32. Plot the data in Table 5–4 on a position-timegraph. Find the average velocity in the timeinterval between 0.0 s and 5.0 s.

33. You drive a car for 2.0 h at 40 km/h, then foranother 2.0 h at 60 km/h.a. What is your average velocity?b.Do you get the same answer if you drive

1.0 � 102 km at each of the two speeds?34. Use the position-time graph in Figure 5–25 to

find how far the object travelsa. between t � 0 s and t � 40 s.b.between t � 40 s and t � 70 s.c. between t � 90 s and t � 100 s.

35. Do this problem on a worksheet. Both car Aand car B leave school when a clock reads zero.Car A travels at a constant 75 km/h, and car Btravels at a constant 85 km/h.a. Draw a position-time graph showing the

motion of both cars.b.How far are the two cars from school when

the clock reads 2.0 h? Calculate the distancesusing the equation for motion and show them on your graph.

c. Both cars passed a gas station 120 km from the school. When did each car pass the gas station? Calculate the times and show them on your graph.

36. Draw a position-time graph for two cars driv-ing to the beach, which is 50 km from school.At noon Car A leaves a store 10 km closer tothe beach than the school is and drives at 40 km/h. Car B starts from school at 12:30 P.M.and drives at 100 km/h. When does each carget to the beach?

CHAPTER 5 REVIEW


Time (s) Distance (m)

0.0 0.01.0 2.02.0 8.03.0 18.04.0 32.95.0 50.0

TABLE 5–3Distance versus Time

Clock Reading, t (s) Position, d (m)

0.0 301.0 302.0 353.0 454.0 605.0 70


t (s)

x (m)500

400

300

200

100

0 100 30 50 70 90

FIGURE 5–25

5 CHAPTER REVIEW

37a. 6.0 hb. 2.6 � 102 kmc. 7.3 h

38. 11 m

Section 5.2

39a. 2.3 m/sb. 0.67 m/sc. 1.2 m/s; Student answers will

vary.40a. 75 m

b. 150 mc. 125 md. 500 m

41. 23 m/s; Student answers willvary.

42. 10 km/h

43a. speeding up from 0.0 s to 4.0 s; slowing down from 5.0 s to 10.0 s

b. at 10.0 sc. 4.0 m/s2, �4.0 m/s2

Section 5.3

44. 8.0 m/s2

45a. 6 m/s2

b. 0 m/s2

c. �2 m/s2

d. �4 m/s2

LEVEL 1

LEVEL 2

LEVEL 1

111

111

37. Two cars travel along a straight road. When astopwatch reads t � 0.00 h, car A is at dA �

48.0 km moving at a constant 36.0 km/h. Later, when the watch reads t � 0.50 h, car B isat dB � 0.00 km moving at 48.0 km/h. Answerthe following questions, first, graphically bycreating a position-time graph, and second,algebraically by writing down equations for thepositions dA and dB as a function of the stop-watch time, t.a. What will the watch read when car B passes

car A?b.At what position will car B pass car A?c. When the cars pass, how long will it have

been since car A was at the reference point?38. A car is moving down a street at 55 km/h. A

child suddenly runs into the street. If it takesthe driver 0.75 s to react and apply the brakes,how many meters will the car have movedbefore it begins to slow down?

Section 5.239. Refer to Figure 5–23 to find the instantaneous

speed fora. car B at 2.0 s.b. car B at 9.0 s.c. car A at 2.0 s.

40. Refer to Figure 5–26 to find the distance themoving object travels betweena. t � 0 s and t � 5 s.b. t � 5 s and t � 10 s.c. t � 10 s and t � 15 s.d. t � 0 s and t � 25 s.

41. Find the instantaneous speed of the car in Figure 5–20 at 15 s.

42. You ride your bike for 1.5 h at an averagevelocity of 10 km/h, then for 30 min at 15 km/h. What is your average velocity?

43. Plot a velocity-time graph using the informa-tion in Table 5–5, then answer the questions.a. During what time interval is the object

speeding up? Slowing down?b. At what time does the object reverse

direction?c. How does the average acceleration of the

object in the interval between 0 s and 2 s differ from the average acceleration in the interval between 7 s and 12 s?

Section 5.344. Find the uniform acceleration that causes a

car’s velocity to change from 32 m/s to 96 m/sin an 8.0-s period.

45. Use Figure 5–26 to find the acceleration of themoving objecta. during the first 5 s of travel.b. between the fifth and the tenth second of

travel.c. between the tenth and the 15th second of travel.d. between the 20th and 25th second of travel.

46. A car with a velocity of 22 m/s is accelerateduniformly at the rate of 1.6 m/s2 for 6.8 s.What is its final velocity?

47. A supersonic jet flying at 145 m/s is accelerateduniformly at the rate of 23.1 m/s2 for 20.0 s.a. What is its final velocity?b.The speed of sound in air is 331 m/s. How

many times the speed of sound is the plane’s final speed?

48. Determine the final velocity of a proton that hasan initial velocity of 2.35 � 105 m/s, and then isaccelerated uniformly in an electric field at therate of �1.10 � 1012 m/s2 for 1.50 � 10�7 s.

CHAPTER 5 REVIEW

Chapter 5 Review

t (s)

v (m/s)

30

20

10

00 5 10 15 20 25 30

FIGURE 5–26

Time Velocity Time Velocity (s) (m/s) (s) (m/s)

0.0 4.0 7.0 12.01.0 8.0 8.0 8.02.0 12.0 9.0 4.03.0 14.0 10.0 0.04.0 16.0 11.0 �4.05.0 16.0 12.0 �8.06.0 14.0

TABLE 5–5Velocity versus Time

Texas TEKS

Pages 110–111: 3(B), 4(A), 4(B)

5 CHAPTER REVIEW

46. 33 m/s47a. 607 m/s

b. 1.83 times the speed of sound48. 7.0 � 104 m/s49. 9.2 � 102 m50. 1.7 � 103 m51 a. 43 m

b. 43 m; The car is on the wayback down the hill.

52. 71 m/s53a. 1.4 � 102 m

b. 5.5 � 102 m54a. 24 s

b. 7.4 � 102 m55a. 3.1 � 108 m/s2

b. 11 microseconds56. 1.6 m thick57. 2.8 � 102 m/s2, or 29 times g

58a. 247 m/s2, 25 times g; b. �207 m/s2, 21 times g

59. Refer to Problems andSolutions Manual.

LEVEL 2

112

112

CHAPTER 5 REVIEW


49. Determine the displacement of a plane that isuniformly accelerated from 66 m/s to 88 m/sin 12 s.

50. How far does a plane fly in 15 s while itsvelocity is changing from 145 m/s to 75 m/s at a uniform rate of acceleration?

51. A car moves at 12 m/s and coasts up a hill witha uniform acceleration of �1.6 m/s2.a. How far has it traveled after 6.0 s?b.How far has it gone after 9.0 s?

52. A plane travels 5.0 � 102 m while being accel-erated uniformly from rest at the rate of 5.0 m/s2. What final velocity does it attain?

53. A race car can be slowed with a constant accel-eration of �11 m/s2.a. If the car is going 55 m/s, how many meters

will it take to stop?b.How many meters will it take to stop a car

going twice as fast?54. An engineer must design a runway to accom-

modate airplanes that must reach a groundvelocity of 61 m/s before they can take off.These planes are capable of being accelerateduniformly at the rate of 2.5 m/s2.a. How long will it take the planes to reach

takeoff speed?b.What must be the minimum length of the

runway?55. Engineers are developing new types of guns

that might someday be used to launch satellitesas if they were bullets. One such gun can give asmall object a velocity of 3.5 km/s, moving itthrough only 2.0 cm.a. What acceleration does the gun give this

object?b.Over what time interval does the acceleration

take place?56. Highway safety engineers build soft barriers so

that cars hitting them will slow down at a saferate. A person wearing a seat belt can withstandan acceleration of �3.0 � 102 m/s2. How thickshould barriers be to safely stop a car that hitsa barrier at 110 km/h?

57. A baseball pitcher throws a fastball at a speedof 44 m/s. The acceleration occurs as the pitcher holds the ball in his hand and moves itthrough an almost straight-line distance of 3.5 m. Calculate the acceleration, assuming it

is uniform. Compare this acceleration to theacceleration due to gravity, 9.80 m/s2.

58. Rocket-powered sleds are used to test theresponses of humans to acceleration. Startingfrom rest, one sled can reach a speed of 444 m/s in 1.80 s and can be brought to a stop again in 2.15 s.a. Calculate the acceleration of the sled when

starting, and compare it to the magnitude of the acceleration due to gravity, 9.80 m/s2.

b.Find the acceleration of the sled when braking and compare it to the magnitude of the acceleration due to gravity.

59. Draw a velocity-time graph for each of thegraphs in Figure 5–27.

60. The velocity of an automobile changes over an8.0-s time period as shown in Table 5–6.a. Plot the velocity-time graph of the motion.b.Determine the displacement of the car

during the first 2.0 s.c. What displacement does the car have during

the first 4.0 s?d.What displacement does the car have during

the entire 8.0 s?e. Find the slope of the line between t � 0.0 s

and t � 4.0 s. What does this slope represent?

f. Find the slope of the line between t � 5.0 s and t � 7.0 s. What does this slope indicate?

t

x

t

x

t

x

FIGURE 5–27

Time Velocity Time Velocity (s) (m/s) (s) (m/s)0.0 0.0 5.0 20.01.0 4.0 6.0 20.02.0 8.0 7.0 20.03.0 12.0 8.0 20.04.0 16.0

TABLE 5–6Velocity versus Time

5 CHAPTER REVIEW


b. 8.0 mc. 32 md. 110 me. 4.0 m/s2, accelerationf. 0.0 m/s2, constant velocity

61 a. The fist moves downward at about �13 m/s for about 4 ms. It then suddenly comesto a halt (accelerates).

b. 3.7 � 103 m/s2

c. 380 gd. �8 cm

62a. The total distance the carmust travel is 5.0 � 101 m. It hits the barrier.

b. 22 m/s63a. The curve is slightly parabolic

in shape. Refer to Problemsand Solutions Manual.

b. The curve is approximately astraight line. Refer toProblems and SolutionsManual.

c. 12.3 m/s2, or 10 m/s2 to onesignificant digit

d. yes, �6 m/s2

113

113

61. Figure 5–28 shows the position-time andvelocity-time graphs of a karate expert’s fist asit breaks a wooden board.a. Use the velocity-time graph to describe

the motion of the expert’s fist during the first 10 ms.

b.Estimate the slope of the velocity-time graph to determine the acceleration of the fist when it suddenly stops.

c. Express the acceleration as a multiple of the gravitational acceleration, g = 9.80 m/s2.

d.Determine the area under the velocity-time curve to find the displacement of the fist in the first 6 ms. Compare this with the position-time graph.

62. The driver of a car going 90.0 km/h suddenlysees the lights of a barrier 40.0 m ahead. It takesthe driver 0.75 s to apply the brakes, and theaverage acceleration during braking is �10.0 m/s2.a. Determine whether the car hits the barrier.b.What is the maximum speed at which the car

could be moving and not hit the barrier 40.0 m ahead? Assume that the acceleration rate doesn’t change.

63. The data in Table 5–7, taken from a driver’shandbook, show the distance a car travelswhen it brakes to a halt from a specific initial velocity.a. Plot the braking distance versus the initial

velocity. Describe the shape of the curve.b.Plot the braking distance versus the square of

the initial velocity. Describe the shape of the curve.

c. Calculate the slope of your graph from part b. Find the value and units of the quantity 1/slope.

d.Does this curve agree with the equation v0

2 � �2ad? What is the value of a?64. As a traffic light turns green, a waiting car

starts with a constant acceleration of 6.0 m/s2.At the instant the car begins to accelerate, atruck with a constant velocity of 21 m/s passesin the next lane.a. How far will the car travel before it overtakes

the truck?b.How fast will the car be traveling when it

overtakes the truck?65. Use the information given in problem 64.

a. Draw velocity-time and position-time graphs for the car and truck.

b.Do the graphs confirm the answer you calculated for problem 64?

Section 5.466. An astronaut drops a feather from 1.2 m above

the surface of the moon. If the acceleration ofgravity on the moon is 1.62 m/s2 downward,how long does it take the feather to hit themoon’s surface?

67. A stone falls freely from rest for 8.0 s.a. Calculate the stone’s velocity after 8.0 s.b.What is the stone’s displacement during

this time?68. A student drops a penny from the top of a

tower and decides that she will establish a coordinate system in which the direction ofthe penny’s motion is positive. What is the sign of the acceleration of the penny?

CHAPTER 5 REVIEW

Chapter 5 Review

FIGURE 5-28

10

5

0

–5

0

–5

–10

–15Velo

city

(m

/s)

Fist

Time (ms)5 10 15 20 25 30 35

Dis

pla

cem

ent

(cm

)Initial Velocity Braking Distance

(m/s) (m)

11 1015 2020 3425 5029 70

TABLE 5–7Initial Velocity versus

Braking Distance

Texas TEKS

Pages 112–113: 3(B), 4(A)

5 CHAPTER REVIEW

64a. 1.5 � 102 mb. 42 m/s


b. Yes

Section 5.4

66. 1.2 s67a. �78 m/s (downward)

b. �3.1 � 102 m68. The direction of the velocity

is positive, and velocity isincreasing. Therefore, theacceleration is also positive.

69a. �2.0 � 101 m/sb. 2.0 � 101 m

70 a. 276 mb. 7.50 s

71. The ball rises 44 m, the samedistance it falls.


b. Refer to Problems andSolutions Manual.

c. �20 m/s; �40 m/s; Yes, thevalues agree.

d. Refer to Problems andSolutions Manual. A straightline is obtained.

e. 1/2 gf. Yes

73a. �15 m/sb. 1.0 � 101 mc. The bag is 1.0 � 101 m below

the origin and 2.0 � 101 mbelow the helicopter.

LEVEL 2

LEVEL 1

74a. �25 m/sb. 3.0 � 101 mc. The bag is 2.0 � 101 m below the

helicopter.75. The bag is 2.0 � 101 m below the

helicopter after 2.0 s.76a. �4.85 m/s (downward)

b. 4.43 m/sc. �930 m/s2, or about

95 times g

114

114

CHAPTER 5 REVIEW


69. A bag is dropped from a hovering helicopter.When the bag has fallen 2.0 s,a. what is the bag’s velocity?b.how far has the bag fallen?

70. A weather balloon is floating at a constantheight above Earth when it releases a pack of instruments.a. If the pack hits the ground with a velocity

of �73.5 m/s, how far did the pack fall?b.How long did it take for the pack to fall?

71. During a baseball game, a batter hits a highpop-up. If the ball remains in the air for 6.0 s,how high does it rise? Hint: Calculate theheight using the second half of the trajectory.

72. Table 5–8 gives the positions and velocities ofa ball at the end of each second for the first5.0 s of free fall from rest.a. Use the data to plot a velocity-time graph.b.Use the data in the table to plot a position-

time graph.c. Find the slope of the curve at the end of

2.0 s and 4.0 s on the position-time graph.Do the values agree with the table of velocity?

d.Use the data in the table to plot a position-versus-time-squared graph. What type of curve is obtained?

e. Find the slope of the line at any point. Explain the significance of the value.

f. Does this curve agree with the equation d � 1/2 gt2?

73. The same helicopter in problem 69 is rising at5.0 m/s when the bag is dropped. After 2.0 s,a. what is the bag’s velocity?

b.how far has the bag fallen?c. how far below the helicopter is the bag?

74. The helicopter in problems 69 and 73 nowdescends at 5.0 m/s as the bag is released. After 2.0 s,a. what is the bag’s velocity?b.how far has the bag fallen?c. how far below the helicopter is the bag?

75. What is common to the answers to problems69, 73, and 74?

76. A tennis ball is dropped from 1.20 m above theground. It rebounds to a height of 1.00 m.a. With what velocity does it hit the ground?b.With what velocity does it leave the ground?c. If the tennis ball were in contact with the

ground for 0.010 s, find its acceleration while touching the ground. Compare the acceleration to g.

Critical Thinking Problems77. An express train, traveling at 36.0 m/s, is acci-

dentally sidetracked onto a local train track. The express engineer spots a local train exactly1.00 � 102 m ahead on the same track andtraveling in the same direction. The local engi-neer is unaware of the situation. The expressengineer jams on the brakes and slows theexpress at a constant rate of 3.00 m/s2. If thespeed of the local train is 11.0 m/s, will theexpress train be able to stop in time or willthere be a collision? To solve this problem,take the position of the express train when itfirst sights the local train as a point of origin.Next, keeping in mind that the local train hasexactly a 1.00 � 102 m lead, calculate how fareach train is from the origin at the end of the12.0 s it would take the express train to stop.

Time (s) Position (m) Velocity (m/s)

0.0 0.0 0.01.0 �4.9 �9.82.0 �19.6 �19.63.0 �44.1 �29.44.0 �78.4 �39.25.0 �122.5 �49.0

TABLE 5–8Position and Velocity in Free Fall

114

Extra Practice For more practice solving problems, go to Extra Practice Problems, Appendix B.

Texas TEKS

Pages 114–115: 1(A), 1(B), 2(A),2(B), 2(C), 2(D), 2(E), 3(B), 4(A)

5 CHAPTER REVIEW

Critical Thinking ProblemsComplete solutions for all ChapterReview Critical Thinking Problems canbe found in the Problems and SolutionsManual accompanying this text.77a. d express � 216 m, d local �

232 m; On this basis, no col-lision will occur.

b. Refer to Problems andSolutions Manual.

78. The accelerations are thesame. Refer to Problem andSolutions Manual.

79. 720 km/h, or 700 km/h toone significant digit; No

Going Further

Solution (on a Casio fx-7000G)1. Set the calculation mode to LR2.

(SHIFT MODE/)2. Set the range values. (RANGE 0

12 2 0 100 25)3. Clear the statistical memory.

(Cls EXE)4. Clear the graph. (Cls EXE)5. Enter the data. ({time},

{position}; 1 DT)6. Graph the data. (Graph Line 1

EXE)7. Trace along the line to find the

change in position between 0and 10.3 s. (TRACE {left arrowuntil x � 0} X � � Y {rightarrow until x � 10.3})

8. Divide the difference by 10.3.Answer: 19.7 m/s

Applying CBLs Student labs will vary.Changing the mass on the pulley will notchange the position-time graph and the velocity-time graph.

115

Chapter 5 Review 115

CHAPTER 5 REVIEW

a. On the basis of your calculations, would you conclude that a collision will occur?

b.The calculations you made do not allow for the possibility that a collision might take place before the end of the 12 s required for the express train to come to a halt. To check this, take the position of the express train when it first sights the local train as the point of origin and calculate the position of each train at the end of each second after sighting. Make a table showing the distance of each train from the origin at the end of each second. Plot these positions on the same graph and draw two lines. Use your graph to check your answer to part a.

78. Which has the greater acceleration: a car thatincreases its speed from 50 to 60 km/h, or abike that goes from 0 to 10 km/h in the sametime? Explain.

79. You plan a car trip on which you want to aver-age 90 km/h. You cover the first half of the dis-tance at an average speed of only 48 km/h.What must your average speed be in the secondhalf of the trip to meet your goal? Is this rea-sonable? Note that the velocities are based onhalf the distance, not half the time.

Going FurtherApplying Calculators Members of a physicsclass stood 25 m apart and used stopwatchesto measure the time a car driving down thehighway passed each person. The data theycompiled are shown in Table 5–9.

Use a graphing calculator to fit a line to a position-time graph of the data and to plot this line. Be sure toset the display range of the graph so that all the datafit on it. Find the slope of the line. What was the speedof the car?

Applying CBLs Design a lab to measure the dis-tance an accelerated object moves over time. Useequal time intervals so that you can plot velocityover time as well as distance. A pulley at the edgeof a table with a mass attached is a good way toachieve uniform acceleration. Suggested materialsinclude a motion detector, CBL, lab cart, string,pulley, C-clamp, and mass. Generate graphs of dis-tance versus time and velocity versus time usingdifferent masses on the pulley. How did thechange in mass affect your graphs?

Time Position Time Position(s) (m) (s) (m)0.0 0.0 5.9 125.01.3 25.0 7.0 150.02.7 50.0 8.6 175.03.6 75.0 10.3 200.05.1 100.0


PHYSICSTo review content, do the interactive quizzes on theGlencoe Science Web site atscience.glencoe.com

Program Resources

Chapter Assessment, pp. 17–22 TestCheck Software, Chapter 5 MindJogger Videoquizzes, Chapter 5

Alternate Assessment in the ScienceClassroom

Performance Assessment in the ScienceClassroom

Supplemental Problems, Chapter 5 L2

L1

ELL

L1

L1

L1

Time (s)

Po

siti

on

(m

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12.010.08.06.04.02.00.0

200

150

100

50

0

PHYSICSBe sure to check the GlencoeScience Web site for links to chapter material: science.glencoe.com



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