CHAPTER10 CHAPTER Motion - PBworks

MotionMotionC H A P T E R 10

Chapter Preview

1 Measuring MotionObserving MotionSpeed and Velocity

2 AccelerationAcceleration and MotionCalculating Acceleration

3 Motion and ForceBalanced and Unbalanced ForcesThe Force of FrictionFriction and Motion

OverviewThis chapter introduces the con-cept of motion, and distinguishesbetween speed and velocity. Studentsalso learn how to calculate speed.The chapter also covers acceleration,including how to calculate accelera-tion and how to determine accelera-tion from a velocity-time graph. Theconcept of force is also introduced,including balanced and unbalancedforces and the force of friction.

Assessing PriorKnowledgeBe sure students understand thefollowing concept:

• units of measurement

316

National Science Education Standards

The following descriptions summarize the National ScienceStandards that specifically relate to this chapter. For the fulltext of the standards, see the National Science EducationStandards at the front of the book.

Section 1 Measuring MotionScience as Inquiry SAI 1

Section 2 Acceleration Physical Science PS 4bUnifying Concepts and Processes UCP 2

Section 3 Motion and ForcePhysical Science PS 4aUnifying Concepts and Processes UCP 2

Standards Correlations

316 Chapter 10 • Motion

C H A P T E R 10

Science education research has identified the followingmisconceptions about motionand friction.

• Students believe that thespeed of a body is directlyrelated to the force currentlyapplied, and that constantmotion requires constantforce.

• A common misconception is that friction is a force of“directionless resistance” thatoccurs between solids only.

How is an athlete’sspeed calculated? Wheninstruments report thespeed, they do so bymeasuring both distanceand time in small incre-ments and then dividingthe distance by the time.

Background A skier such as the one shown here is obviously inmotion, very fast motion. In fact, skiers have set world records byreaching speeds of over 240 km/h. So, it is easy to understandthat a skier coming down a mountain is very much in motion.But what is motion? What is the correct way to describe motion?

To describe motion in the language of science, you need toanswer questions such as the following. Does an object makepatterns with its motion? How fast does the object move? Inwhat direction does the object move? Does its speed change?Does the object change its direction? Does it repeat its motion?Do you need to compare the motion to another object in motionor to an object standing still? Is motion a relative term?

Activity 1 Choose a windup or battery-operated toy. Youwill also need a meterstick, a stopwatch, paper, and a pencil.Measure and record time, distance, direction, and any pattern of the toy’s motion. Record your findings.

Activity 2 Use the same windup or battery-operated toy youused for Activity 1. After putting the toy into motion, set it on a toy truck or train. Then, put that toy truck or train in motion.Measure and record the distance traveled by the toy on the truckor train and the corresponding time interval. Repeat this activityseveral times and record all of your findings.

Pre-Reading Questions1. What are some of the ways that objects

move?2. How can you tell when something is

moving?

ACTIVITYACTIVITYFocusFocus

www.scilinks.orgTopic: Motion SciLinks code: HK4091

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Chapter 10 • Motion 317

Background Downhill skierscan reach incredibly fast speeds.Olympic skiers average over 60 miles per hour (100 km/h).The 1999 speed skiing worldrecord, set by Harry Egger, was 153.760 miles per hour(248.000 km/h). Activity 1 Students should be able to answer most of thequestions just by observing the toy’s motion. They shouldnotice any patterns and repeti-tions of motion, the initialdirection and changes in direc-tion, and changes in speed.They will need to use tools,such as the meter stick andstopwatch, to find out how fast the toy moves.Activity 2 This activity intro-duces the concept of a frame of reference. The first object’sspeed could be determinedrelative to the second object(the toy truck or train) orrelative to the ground.

Answers to Pre-ReadingQuestionsThese should be open-endedquestions for students at thispoint. Any reasonable answershould be accepted.1. Answers could include the

following: Objects can moveforward or backward in astraight or curved line; theycan stay in the same placewhile spinning around; theycan have moving parts; andthey can speed up or slowdown.

2. You can measure how far the object travels in a certainamount of time.

ACTIVITYACTIVITYFocusFocus

• Pretest • Teaching Transparency Preview• Answer Keys

GENERAL

Chapter Resource File

Measuring Motion> Explain the relationship between motion and a frame of

reference.> Relate speed to distance and time. > Distinguish between speed and velocity. > Solve problems related to time, distance, displacement,

speed, and velocity.

We are surrounded by moving things. From a car moving ina straight line to a satellite traveling in a circle around

Earth, objects move in many ways. In everyday life, isso common that it seems very simple. But understanding anddescribing motion scientifically requires some advanced con-cepts. To begin, how do we know when an object is moving?

Observing MotionYou may think that the motion of an object is easy to detect—justobserve the object. But you actually must observe the object inrelation to another object that stays in place, called a stationaryobject. The stationary object is a reference point, sometimescalled a reference frame. Earth is a common reference point. InFigure 1, a mountain is used as a reference point.

When an object changes position in comparison to a refer-ence point, the object is in motion. You can describe the directionof an object in motion with a reference direction. Typical refer-ence directions are north, south, east, west, up, or down.

motion

O B J E C T I V E S

SECTION

1

318

K E Y T E R M S

motiondisplacementspeedvelocity

▲

motion an object’s change inposition relative to a referencepoint

▲

Figure 1During the time requiredto take these two photo-graphs, the hot-air bal-loon changed positioncompared with a station-ary reference point—themountain. Therefore, theballoon was in motion.

OverviewBefore beginning this section,review with your students theObjectives listed in the StudentEdition. This section begins bydefining and discussing motion.Next students learn about distanceversus displacement, average speed,instantaneous speed, and velocity.They also learn how to read adistance-time graph and how tocalculate speed and velocity.

Use the Bellringer transparency toprepare students for this section.

OpeningDiscussionAsk students for examples ofmotion in the world around them.Encourage them to think of bothlarge and small examples, such as the motion of Earth and themotion of atoms. Also ask for bothfast and slow examples, such as arace car and a snail. You may alsowish to discuss the importance ofhaving a frame of reference whendescribing motion. VerbalLS

MotivateMotivate

Bellringer

FocusFocus


318

SECTION

1

GENERAL

EARTH SCIENCEEARTH SCIENCECONNECTIONCONNECTION

Earth—our most common frame of refer-ence for describing motion—rotates aroundits axis. Because of this rotation, somethingtraveling in a straight line from a pole to theequator—such as a jetliner, wind currents,or ocean currents—appears to curve. This is called the Coriolis Effect.

For someone in the northern hemispherelooking toward the equator, Earth appears

to rotate counterclockwise. As a result of thisrotation, ocean and wind currents travelingstraight appear to curve to the right. Someonein the southern hemisphere observes the oppo-site direction of rotation (clockwise), and windand ocean currents appear to curve to the left.


Distance measures the path takenIn addition to direction, you also need to know how far an objectmoves if you want to accurately describe its motion. To measuredistance, you measure the actual path you took. If you started atyour home and wandered around your neighborhood for a whileby changing directions a few times, a string that followed yourpath would be as long as the distance you traveled.

Displacement is the change of an object’s positionIf you stretched a string in a straight line from your homedirectly to your final destination, the length of that string wouldbe your This concept is illustrated in Figure 2above. In that illustration, the total of line (A) plus line (B) repre-sents the actual distance traveled. Line (C) represents displace-ment, which is the change in position.

There are two differences between distance and displace-ment: straightness and direction. Distance can be a straight line,but it doesn’t have to be. Displacement must be a straight line.So, displacement is shorter than the actual distance traveledunless the actual distance traveled is a straight line from the ini-tial position to the final position.

Also, displacement must be in a particular direction. The dis-tance between your home and school may be twelve blocks, butthat information doesn’t indicate whether you are going towardor away from school. Displacement must always indicate thedirection, such as twelve blocks toward school.

displacement.

319

Figure 2A student walks from his house tohis friend’s house (A), and thenfrom his friend’s house to theschool (B). Line (A) plus line (B)equals the total distance he trav-eled. Line (C) is the displacementhe traveled.

displacement the change inposition of an object

▲

www.scilinks.orgTopic: Measuring MotionSciLinks code: HK4084

C

B

A

Reading Skills Pair each studentwith a partner. Have studentssilently read this section, placingcheck marks on self-adhesive notesnext to passages they understandand question marks on self-adhesivenotes next to passages they findconfusing or have questions about.

After students finish reading,ask one student to summarize whathe or she understood, referring tothe text when needed. The secondstudent should add anything omit-ted. The second student shouldpoint out the passages that he orshe did not understand.

The first reader should help the second with ideas that wereunclear. Then, they should reversethe roles. Have each paired groupcreate a list of questions to pose tothe class about ideas or passagesthat are still unclear after their discussion. Interpersonal

Teaching Tip Distance Versus DisplacementUse the following questions to helpstudents distinguish between dis-tance and displacement: Whichshould you use when calculatinghow many gallons of gas you willneed for a road trip? (distance)Which does the saying “as thecrow flies” refer to? (displacement)

VerbalLS

LS

TeachTeach

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GENERAL

• Lesson Plan• Cross-Disciplinary Worksheet

Real World Applications—Hiking in Yellowstone

• Cross-Disciplinary WorksheetConnection to Fine Arts—TheMotions of Dance


Transparencies

TT BellringerTT Distance vs Displacement

Alternative Assessment A Rotating Frame of Reference Askstudents to use a record player, a pencil,paper, and a cardboard disc to explore thephenomenon discussed in the Earth ScienceConnection feature (on the facing page). Have them devise an experiment to explorethe phenomenon, and ask them to write abrief report explaining their setup and theirresults. (Students can set the cardboard disc on the record player, with paper attached to it.Drawing a straight line from the center of the

disc to its edge while the record player is inmotion will result in a spiral shape. The recordplayer rotates in a clockwise direction; withrespect to the center as a starting point, a linefrom the center to the edge appears to curvetoward the left. This demonstrates how a straightline appears to curve in a rotating frame of refer-ence.) Encourage students to experiment withvarious speeds (fast and slow), shapes (straightlines, circles, triangles, etc.), and directions (toor from the center, along a diagonal). VisualLS

Speed and VelocityAs has been stated, an object is moving if its position changesagainst some background that stays the same. In Figure 3, a horseis seen galloping against the background of stationary trees. Thechange in position as compared to a reference frame or referencepoint is measured in terms of an object’s displacement from afixed point.

You know from everyday experience that some objects movefaster than others. describes how fast an object moves.Figure 3 shows speeds for some familiar things. A speeding racecar moves faster than a galloping horse. But how do we deter-mine speed?

Speed measurements involve distance and timeTo find speed, you must measure two quantities: the distancetraveled by an object and the time it took to travel that distance.Notice that all the speeds shown in Figure 3 are expressed as adistance unit divided by a time unit. The SI unit for speed ismeters per second (m/s). Speed is sometimes expressed in otherunits, such as kilometers per hour (km/h) or miles per hour(mi/h). The captions for Figure 3 express speed in all three ofthese units of measurement.

When an object covers equal distances in equal amounts oftime, it is moving at a constant speed. For example, if a race carhas a constant speed of 96 m/s, the race car travels a distance of96 meters every second, as shown in Table 1. So, the term con-stant speed means that the speed does not change. As you proba-bly know, most objects do not move with constant speed.

Speed

1.4 m/s5.0 km/h3.1 mi/h

Wheelchair racerWalking person

19 m/s68 km/h42 mi/h

7.3 m/s26 km/h16 mi/h

Galloping horse

speed the distance traveleddivided by the time intervalduring which the motionoccurred

▲

0 0

1 96

2 192

3 288

4 384

Time (s) Distance (m)

Table 1Distance-Time Values for a Race Car

Figure 3We encounter a wide range ofspeeds in our everyday life.

Teaching TipDescribing Motion During astudent’s first exposure to ideassuch as speed, velocity, and acceler-ation, research shows that very fewstudents grasp the subtleties ofdescribing motion. The definitionsof average speed, average velocity,and average acceleration aredeceivingly simple. But the idea of speed at a particular moment(instantaneous speed) involvessophisticated mathematical ideas.

To help students grasp theconcept of speed, first introduceconstant motion. The definition of constant motion—an objectcovering equal distances in equalamounts of time—naturally moti-vates the concept of speed.

Describing non-constantmotion—an object that does notcover equal distances in equalintervals of time—provides themotivation to develop the conceptof average speed.

Interpreting Diagrams Explain tostudents that the scale in Figure 3 isadjusted so that objects with vastlydifferent speeds can be shown on a page spread. If the figure weredrawn in a linear scale using thebeginning speed, the position forthe jet’s speed (257 m/s) would be5.65 m, or about 18 ft, to the rightof the starting point. Therefore, alogarithmic scale is used to arrangethe different objects of varyingspeeds shown in Figure 3.

Teach, continuedTeach, continued


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HEALTHHEALTHCONNECTIONCONNECTION GENERAL

In many types of aerobic exercise, the numberof calories burned depends on the speed atwhich the exercise is performed. For example,a 150-pound person burns 7.35 calories perminutes bicycling at 15 mi/h, or 20.85 caloriesper minute bicycling at 25 mi/h. This is becausewhen you move faster, you cover more dis-tance in a given time interval. Have studentsuse Internet or library resources to find out

how many calories someone of their weightburns for different types of aerobic exercise at various speeds. Alternately, give students the following data for their calculations: walking at 3.5 mph burns 0.035 cal/lb/min; walking at 4.5 mph burns 0.048 cal/lb/min; jogging at 5 mphburns 0.061 cal/lb/min; running at 10 mph burns0.114 cal/lb/min. VerbalLS


Speed can be studied with graphs and equationsYou can investigate the relationship between distance and timein many ways. You can plot a graph with distance on the verticalaxis and time on the horizontal axis, you can use mathematicalequations and calculations, or you can combine these twoapproaches. Whatever method you use, your measurements arealways either distances or displacements and time intervals dur-ing which the distances or displacements occur.

Speed can be determined from a distance-time graphIn a distance-time graph the distance covered by an object isnoted at regular intervals of time, as shown on the line graph inFigure 4. Line graphs are usually made with the x-axis (horizon-tal axis) representing the independent variable and the y-axis(vertical axis) representing the dependent variable.

On our graph, time is the independent variable because timewill pass whether distance is traveled or not. Distance is thedependent variable because the distance traveled depends uponthe amount of time the object is moving. So, time is plotted onthe x-axis and distance is plotted on the y-axis.

For a race car moving at a constant speed, the distance-timegraph is a straight line. The speed of the race car can be foundby calculating the slope of the line. The slope of any distance-time graph gives the speed of the object.

Suppose all objects in Figure 3 are moving at a constantspeed. The distance-time graph of each object is drawn inFigure 4. Notice that the distance-time graph for a faster movingobject is steeper than the graph for a slower moving object. Anobject at rest, such as a parked car, has a speed of 0 m/s. Its posi-tion does not change as time goes by. So, the distance-time graphof a resting object is a flat line with a slope of zero.

44.4 m/s161 km/h100 mi/h

96.0 m/s346 km/h215 mi/h

257 m/s925 km/h575 mi/h

Speeding race car Cruising jetWater skier

Time (s)D

ista

nce

(m)

107.552.50

Cruising jetSpeedingrace car

Waterskier

Gallopinghorse

Wheelchair racer

Walking person0

100

200

300

400

500

600

Figure 4When an object’s motion isgraphed by plotting distance onthe y-axis and time on the x-axis,the slope of the graph is speed.

321

Graphing Put the following datafor a runner on the chalkboard.

Ask students to make a line graphof the data. Have them determineduring which time interval the run-ner is moving faster (0 s to 10 s),moving slower (10 s to 20 s), andstanding still (20 s to 30 s). Thenask them to explain the relation-ship between the slope of the lineand the runner’s speed. (The steeperthe slope of the line, the faster therunner moves.) Logical

Interpreting Visuals Ask stu-dents to look at Figure 4. Ask:How can you calculate the slope ofa line? (change in y/change in x, orrise/run) Which line has the greatestslope? (cruising jet) Which has theleast slope? (walking person) Whatwould a slope of zero represent? (a speed of zero, or an object at rest)Does each line graph represent anobject traveling a constant speed,or are the speeds changing? Howcan you tell? (All of the objects aretraveling at a constant speed. Youknow this because for any givenobject, equal changes in time corre-spond to equal changes in distance.

LogicalLS

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Time Position(s) (m)0 010 2020 3030 30

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GENERAL

• Science Skills Slope of a Line

• Cross-Disciplinary WorksheetIntegrating Health—Energy Costs of Walking and Running

• Cross-Disciplinary WorksheetIntegrating Biology—SpeedyDinosaurs


Transparencies

TM Distance-Time Graph

Einstein discovered that there is a universalspeed limit: no physical object in the uni-verse can travel at or faster than the speedof light, 3.0 � 108 m/s. If an object withmass begins traveling close to that speed, itsmass starts increasing and would becomeinfinite when it reached the speed of light!Particles of light, called photons, are able to travel at this speed because they have no mass.

PHYSICSPHYSICSCONNECTIONCONNECTION

The technology for creating motion filmswas developed when a way was invented tophotograph a live action many times per sec-ond. The photo frames are played very rap-idly. In regular films, 24 frames per secondare projected to produce the perception ofcontinuous motion.

FINE ARTSFINE ARTSCONNECTIONCONNECTION

Average speed is calculated as distance divided by timeMost objects do not move at a constant speed. The speed of anobject can change from one instant to another. One way todescribe the motion of an object moving at changing speeds is touse average speed. Average speed is simply the distance traveledby an object divided by the time the object takes to travel that dis-tance. Average speed can also be expressed as a simple mathe-matical formula.

speed � �di

tsitman

ece

� v � �dt

�

Suppose a wheelchair racer, such as the one shown inFigure 5, finishes a 132 m race in 18 s. By inserting the time anddistance measurements into the formula, you can calculate theracer’s average speed.

v � �dt

� � �11382

sm

� � 7.3 m/s

The racer’s average speed over the entire distance is 7.3 m/s.But the racer probably did not travel at this speed for the wholerace. For instance, the racer’s pace may have been faster near thestart of the race and slower near the end as the racer became tired.

Instantaneous speed is the speed at a given point in timeYou could find the racer’s speed at any given point in time bymeasuring the distance traveled in a shorter time interval. Thesmaller the time interval, the more accurate the measurement ofspeed would be. Speed measured in an infinitely small time inter-val is called instantaneous speed. Although it is impossible tomeasure an infinitely small time interval, some devices measurespeed over very small time intervals. For practical purposes, acar’s speedometer gives the instantaneous speed of the car.

Velocity describes both speed and directionSometimes, describing the speed of an object is not enough. Youmay also need to know the direction in which the object is mov-ing. In 1997, a 200 kg (450 lb) lion escaped from a zoo in Florida.The lion was located by searchers in a helicopter. The helicoptercrew was able to guide searchers on the ground by reporting thelion’s which is its speed and direction of motion. Theescaped lion’s velocity may have been reported as 4.5 m/s to thenorth or 2.0 km/h toward the highway. Without knowing thedirection of the lion’s motion, it would have been impossible topredict the lion’s position.

velocity,

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Figure 5A wheelchair racer’s speed can bedetermined by timing the racer ona set course.

velocity the speed of anobject in a particular direction

▲

Equation for Average Speed

Teaching TipHow are Speed and VelocityDifferent? Help students distin-guish between speed and velocityby describing a car moving at con-stant speed as it rounds a curve. The speed remains constant, but its velocity has changed becausethe direction in which the car ismoving has changed.

You can also use the example ofa car race to help students under-stand the difference. Point out that cars have speedometers, not“velocitometers.” A car in a racecould spend hours going around atrack very fast (high speed) but get-ting nowhere (zero velocity). Inorder to have a nonzero velocity,the car must finish at some pointother than the starting point.


Alternative Assessment Tracking Speed Ask students to keep trackof their speed the next time they are in a car.They should use a watch or stopwatch tomeasure time intervals, and note the speed-ometer reading every 5 seconds for a period of about a minute. (They may wish to create a data table before beginning this experiment.)Ask them to use their data to plot line graphsof speed vs. time. Have them note where eachgraph represents the car’s speed increasing(positive slope), decreasing (negative slope),and remaining constant (zero slope). LogicalLS


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Average Speed Calculating speed asdistance divided by time always yieldsaverage speed. Because the time by whichyou divide is some finite amount (even ifvery small), the speed is always the averagespeed for that time interval.

GENERAL


The direction of motion can be described in various ways,such as east, west, south, or north of a fixed point. Or, it can bean angle from a fixed line. Also, direction can be described aspositive or negative along the line of motion. So, if a body is mov-ing in one direction, it has positive velocity. If it is moving in theopposite direction, it has negative velocity. In this book, velocityis considered to be positive in the direction of motion.

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Math SkillsMath Skills

Velocity Metal stakes are sometimes placed in glaciers to helpmeasure a glacier’s movement. For several days in 1936, Alaska’sBlack Rapids glacier surged as swiftly as 89 meters per daydown the valley. Find the glacier’s velocity in m/s. Rememberto include direction.

List the given and the unknown values.

Given: time, t � 1 day

displacement, d � 89 m down the valley

Unknown: velocity, v � ? (m/s and direction)

Perform any necessary conversions.

To find the velocity in meters per second, the value for

time must be in seconds.

t � 1 day � 24 h � �60

1mh

in� � �

16m0

isn

�

t � 86 400 s � 8.64 � 104 s

Write the equation for speed.

speed ��displ

taimce

ement� � �

dt

�

Insert the known values into the equation, and solve.

v � �dt� � �

8.6489

�

m104 s� (For velocity, include direction.)

v � 1.0 � 10-3 m/s down the valley

4

3

2

1

PracticePractice

PracticeHINT

> When a problem requires you to calculate velocity, you can use the speed equa-tion. Remember to specifydirection.

> The speed equation can alsobe rearranged to isolate dis-tance or displacement on theleft side of the equation inthe following way.

v � �dt

�

Multiply both sides by t

v � t � �dt

� � t

vt � d

d � vtYou will need to use this formof the equation in PracticeProblem 3. Remember tospecify direction when youare asked for a displacement.

Velocity

1. Find the velocity in m/s of a swimmer who swims 110 m towardthe shore in 72 s.

2. Find the velocity in m/s of a baseball thrown 38 m from third baseto first base in 1.7 s.

3. Calculate the displacement in meters a cyclist would travel in 5.00 h at an average velocity of 12.0 km/h to the southwest.

AdditionalExamplesVelocity Suppose the lion in theprevious discussion moves due eastat different speeds so that it travels25 km in 4.0 hours. What is thelion’s average speed? What is its average velocity? Answer: average speed: 6.2 km/h �1.7 m/s; average velocity: 6.2 km/heast � 1.7 m/s east

What would the lion’s averagevelocity be if it traveled 15 km duenorth in 2 hours and 15 minutes? Answer: 6.7 km/h north = 1.9 m/snorth

Logical

1. v � d/t � 110 m/72 s �1.5 m/s toward shore

2. v � d/t � 38 m/1.7 s �22 m/s toward first base

3. d � vt � (12.0 km/h)(5.00 h) �60.0 km(60.0 km)(1000 m/km) �6.00 � 104 mLogicalLS

PracticePractice

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• Science Skills IntegratingMathematics—Instantaneous Ratesof Change

• Math Skills Velocity• Cross-Disciplinary Worksheet

Connection to Social Studies—AnExpanding City GENERAL

GENERAL


Presents Physical Science• Segment 2 Land Speed Record• Critical Thinking Worksheet 2

Videos

Historical Perspective Describing Motions with MathematicsGalileo Galilei (1564–1642) demonstratedmany aspects of motion that we take forgranted today. For example, his study of the vertical and horizontal components ofprojectile motion contributed to our modernunderstanding of velocity and vector addition.

Almost two thousand years before Galileo,philosophers such as Aristotle and Zenodescribed motion philosophically. Galileobelieved that the natural world—including

motions—could be explored and describedwith precise experiments and mathematics,and he began the attempt to do so in his work Two New Sciences. Galileo conducted a number of experiments with inclined planes,projectiles, and falling bodies. He used mathe-matics in his demonstrations and explana-tions, and his results—which contradictedsome of Aristotle’s long-accepted views—are the foundation of modern dynamics.

Combine velocities to determine resultant velocitiesIf you are riding in a bus traveling east at 15 m/s, you and all theother passengers are traveling at a velocity of 15 m/s east. Butsuppose you stand up and walk down the bus’s aisle while it ismoving. Are you still moving at the same velocity as the bus? No!Figure 6 shows how you can combine velocities to determine theresultant velocity.

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S E C T I O N 1 R E V I E W

1. Describe the measurements necessary to find the averagespeed of a high school track athlete.

2. Determine the unit of a caterpillar’s speed if you measurethe distance in centimeters (cm) and the time it takes totravel that distance in minutes (min).

3. Identify the following measurements as speed or velocity.a. 88 km/h c. 18 m/s downb. 19 m/s to the west d. 10 m/s

4. Critical Thinking Imagine that you could ride a baseball thatis hit high enough and far enough for a home run. Usingthe baseball as a reference frame, what does the Earthappear to do?

5. How much time does it take for a student running at anaverage speed of 5.00 m/s to cover a distance of 2.00 km?

S U M M A R Y

> When an object changesposition in comparison to astationary reference point,the object is in motion.

> The average speed of anobject is defined as thedistance the object travelsdivided by the time oftravel.

> The distance-time graph ofan object moving at con-stant speed is a straightline. The slope of the line is the object’s speed.

> The velocity of an objectconsists of both its speedand its direction of motion.

When you have two velocities that are in thesame direction, add them together to find theresultant velocity, which is in the direction ofthe two velocities.

A When you have two velocities that are in oppositedirections, add the positive velocity to the negativevelocity to find the resultant velocity, which is in thedirection of the larger velocity.

B

1 m/s west

15 m/s east

1 m/s east

15 m/s east

Figure 6Determining Resultant Velocity

Person’s resultant velocity

15 m/s east � 1 m/s east � 16 m/s east

Person’s resultant velocity

15 m/s east � (�1 m/s west) � 14 m/s east


QuizDetermine whether each statementis true or false. If false, replace theunderlined term with the correctword or phrase.

1. Distance divided by time is ameasure of average velocity.(false; speed)

2. Displacement must be straightand must include a direction.(true)

3. Displacement divided by time is ameasure of speed. (false; velocity)

4. Instantaneous speed is a speedmeasured in an infinitely smalltime interval. (true)

5. The SI unit of speed is miles perhour. (false; meters per second)

CloseClose

Answers to Section 1 Review

1. Measure the distance he/she travels, and thetime required to travel that distance.

2. cm/min3. a. speed

b. velocityc. velocityd. speed

4. Earth appears to recede below you for a dis-tance equal to the height of the baseball aboveEarth. Earth also appears to travel backwardsfor the distance the baseball travels and at thespeed at which the baseball travels.


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• Concept Review • Quiz

GENERAL


Transparencies

TT Resultant Velocity

5. 2 km = 2000 m

t � d/v � �2500

m0/sm

� � 400. s or 6.67 minLogicalLS


Alternative AssessmentObserving Acceleration Ask students tolook around in their daily lives for examples of acceleration. Have them make a list of atleast 10 examples that they observe. Also have students find a few examples of objects in motion that have zero acceleration. Thenask students to classify each example of accel-eration as an increase in speed, a decrease inspeed, a change in direction, or a combination.You may also wish to have students list theexamples in the approximate order of least togreatest acceleration. LogicalLS


> Describe the concept of acceleration as a change invelocity.

> Explain why circular motion is continuous accelerationeven when the speed does not change.

> Calculate acceleration as the rate at which velocitychanges.

> Graph acceleration on a velocity-time graph.

Acceleration

When you increase speed, your velocity changes. Your veloc-ity also changes if you decrease speed or if your motion

changes direction. For example, your velocity changes when youturn a corner. Any time you change velocity, you are accelerating.Any change in velocity is called

Acceleration and MotionImagine that you are a race car driver. You press on the acceler-ator. The car goes forward, moving faster and faster each second.Like velocity, acceleration has direction. When the car is speed-ing up, it is accelerating positively. Positive acceleration is in thesame direction as the motion and increases velocity.

Acceleration can be a change in speedSuppose you are facing south on your bike and you start movingand speed up as you go. Every second, your southward velocityincreases, as shown in Figure 7. After 1 s, your velocity is 1 m/ssouth. After 2 s, your velocity is 2 m/s south. Your velocity after 5 sis 5 m/s south. Your acceleration can be expressed as an increaseof one meter per second per second (1 m/s/s) or 1 m/s2 south.

acceleration.

O B J E C T I V E S

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K E Y T E R M S

acceleration

▲

acceleration the rate atwhich velocity changes overtime; an object accelerates ifits speed, direction, or bothchange

▲

Figure 7You are accelerating wheneveryour speed changes. This cyclist’sspeed increases by 1 m/s everysecond.

1 m/s 2 m/s 3 m/s 4 m/s 5 m/s

OverviewBefore beginning this section,review with your students theObjectives listed in the StudentEdition. In this section, studentslearn what acceleration is, how tocalculate acceleration, and how to determine acceleration from avelocity-time graph.


OpeningDemonstrationFor this demonstration you willneed a marble, an inclined plane,tape, a stopwatch, a meter stick, aprotractor, and a metal or glasscup. Have a student volunteerrelease the marble from rest at thetop of the plane. Ask students toobserve the motion of the ball.Have them identify the locations oflowest speed (top) and highest speed(bottom). Repeat the demonstrationat a different angle, and have stu-dents compare the two trials.

Add quantitative values by tim-ing the runs. Place a tape markernear the top of the plane to serveas a start line. Use a metal or glasscup at the end of the plane as asound cue for stopping the stop-watch. Measure the length of theplane. Have students record thetime and angle measurements forseveral trials. Discuss the results.

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TT BellringerTT Changing Speed to Accelerate

GENERALHISTORYHISTORYCONNECTIONCONNECTION

One of the scientists who first describedmotion quantitatively was Galileo Galilei.Galileo was born in Italy in 1564 and liveduntil 1642. Ask students to use the library orthe Internet to find out what famous Englishwriter was born the same year as Galileo.(William Shakespeare) Ask them to speculateand conduct research to find out about whatsimilar historical and political forces inEurope at that time might have encouragedboth the sciences and the humanities.

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Acceleration can also be a change in directionBesides being a change in speed, acceleration can also be achange in direction. The skaters in Figure 8 are acceleratingbecause they are changing direction. Why is changing directionconsidered to be an acceleration? Acceleration is defined as therate at which velocity changes over time. Velocity includes bothspeed and direction, so an object accelerates if its speed, direc-tion, or both change. This idea leads to the seemingly strange butcorrect conclusion that you can constantly accelerate while neverspeeding up or slowing down.

If you travel at a constant speed in a circle, even though yourspeed is never changing, your direction is always changing. So,you are always accelerating. The moon is constantly acceleratingin its orbit around Earth. A motorcyclist who rides around theinside of a large barrel is constantly accelerating. When you ridea Ferris wheel at an amusement park, you are accelerating. Allthese examples have one thing in common—change in directionas the cause of acceleration.

Uniform circular motion is constant accelerationAre you surprised to find out that as you stand on Earth you areaccelerating? After all, you are not changing speed, and you arenot changing direction—or are you? In fact, you are traveling ina circle as Earth revolves. An object traveling in a circular motionis always changing its direction. As a result, its velocity is alwayschanging, even if its speed does not change. Thus, acceleration isoccurring. The acceleration that occurs in uniform circularmotion is known as centripetal acceleration. Another example ofcentripetal acceleration is shown in Figure 9.

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Figure 8These skaters accelerate whenchanging direction, even if theirspeed doesn’t change.

Figure 9The blades of these windmills areconstantly changing direction asthey travel in a circle. So, cen-tripetal acceleration is occurring.

www.scilinks.orgTopic: AccelerationSciLinks code: HK4001

Reading Skills Have studentsread aloud or silently the first twopages of this section. Start a classdiscussion about scenarios thatinvolve acceleration. Be sure toemphasize that any change invelocity (including change ofdirection) is acceleration. Verbal

Teaching Tip Changes in Direction Studentsmay wonder why a change indirection is considered to be anacceleration. At this point, empha-size that since velocity involvesboth magnitude and direction, achange in either is a change invelocity, or an acceleration.

You can return to this conceptwhen students study Newton’slaws. A force can produce a changein speed, a change in direction, orboth. According to Newton’s sec-ond law, force is proportional toacceleration. Any object experienc-ing a net force—such as a satellitein orbit around Earth acted uponby the force of gravity—must havean acceleration.

Group ActivityAcceleration Group students inpairs and have each group applythe idea of acceleration to thedesign of roller coasters. Studentsshould research a particular rollercoaster and create a drawing ordiagram of its features. Have themdescribe the motion of the rollercoaster in terms of its velocity andacceleration. InterpersonalLS

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Historical Perspective Motion of the Planets The ancient Greekphilosopher Aristotle believed that since theheavens are perfect, the motion of the planetsmust be eternal and unchanging. For this rea-son, he believed that the planets were in uni-form circular motion around Earth, the centerof the universe. However, this theory wasunable to explain certain observations, such asthe varying brightness of some of the planets.

The principle of uniform circular motionwas so well accepted that the astronomerPtolemy devised an elaborate theory to

account for the variations in brightness andother observed discrepancies while maintain-ing uniform circular motion. Ptolemy positedthat the planets actually move in smaller cir-cles called epicycles, which themselves movein spherical orbits around Earth.

In our modern theory—based on the workof Copernicus, Kepler, and Newton—theplanets do not have uniform circular motion.All of the planets, including Earth, travelaround the Sun in elliptical paths with varyingspeeds.


Calculating AccelerationTo find the acceleration of an object moving in a straight line,you need to measure the object’s velocity at different times. Theaverage acceleration over a given time interval can be calculatedby dividing the change in the object’s velocity by the time inwhich the change occurs. The change in an object’s velocity issymbolized by �v.

If the acceleration is small, the velocity is increasing very grad-ually. If the acceleration has a greater value, the velocity isincreasing more rapidly. For example, a human can accelerate atabout 2 m/s2. On the other hand, a sports car that goes from0 km/h to 96 km/h (60 mi/h) in 3.7 s has an acceleration of7.2 m/s2.

Because we use only positive velocity in this book, a positiveacceleration always means the object’s velocity is increasing—theobject is speeding up. Negative acceleration means the object’svelocity is decreasing—the object is slowing down.

Acceleration is the rate at which velocity changesPeople often use the word accelerate to mean “speed up,” but inscience it describes any change in velocity. Imaginethat you are skating down the sidewalk. You see alarge rock in your path. You slow down and swerveto avoid the rock. A friend says, “That was greatacceleration. I’m amazed that you could slow downand turn so quickly!” You accelerated because yourvelocity changed. The velocity decreased in speed,and you changed directions. So, your velocitychanged in two different ways.

The student in Figure 10 is accelerating to astop. Suppose this student was originally going at20 m/s and stopped in 0.50 s. The change in veloc-ity is 0 m/s � 20 m/s � �20 m/s, which is negativebecause the student is slowing down. The student’sacceleration is

�0 m/s

0.�

502s0 m/s

� � �40 m/s2

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acceleration = a = �∆tv�

final velocity − initial velocity��

time

Acceleration Equation (for straight-line motion)

Figure 10The rate of velocity change isacceleration, whether it is direc-tion or speed that changes.

MATHEMATICSIn the seventeenthcentury, both Sir IsaacNewton and GottfriedLeibniz studied accel-

eration and other rates ofchange. Independently, eachcreated calculus, a branch ofmath that allows for describingrates of change of a quantitylike velocity.

Teaching Tip Illustrating Acceleration Youcan use a slow-motion “strobe”example on the chalkboard toillustrate acceleration. Draw ahorizontal line labeled “distance”across the bottom of the boardwith equally-marked intervals.First, in a horizontal row acrossthe top of the board, illustrate zeroacceleration. To do this, draw a carin several positions, with equalspaces (distances) between eachposition. Beneath this example, ina second row, illustrate an acceler-ating car. For this example, eachsuccessive distance interval shouldbe longer than the previous inter-val. Tell students to imagine thateach “snapshot” image was takenafter equal time intervals. Ask stu-dents if either or both cars areaccelerating, and have themexplain their answer. (The car in the first row is not acceleratingbecause it covers equal distances inequal times; this car has a uniformvelocity. The car in the second row is accelerating because it covers suc-cessively more distance in equal timeintervals.) Visual

Vocabulary Some students mayassociate the term decelerationwith a negative acceleration. In thisbook, acceleration can be eitherpositive or negative. Speeding up isa positive acceleration, while slow-ing down is a negative acceleration.The term deceleration is not used.

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• Cross-Disciplinary WorksheetIntegrating Math—Jesse Owens inthe 100-Meter Dash GENERAL


Automobile Accelerations Have studentsconduct research to find out the time period(in seconds) in which different kinds of carscan accelerate from 0 to 60 mi/h. Studentsshould include a variety of models in theirresearch, such as full-size cars, compact cars,trucks, SUVs, gas-electric hybrids, and sportscars. Ask them to create a bar graph to com-pare their data.

REAL-LIFEREAL-LIFECONNECTIONCONNECTION GENERAL

How Fast? The record for the fastest birdis held by the peregrine falcon, with a divingspeed of 217 mi/h. The fastest jet-poweredaircraft to date, the Lockheed SR-71, has arecord speed of 2,193.16 mi/h—more thanthree times the speed of sound!

When you press on the gas pedal in a car, you speed up. Youracceleration is in the direction of the motion and therefore ispositive. When you press on the brake pedal, your acceleration isopposite the direction of motion. You slow down, and your accel-eration is negative. When you turn the steering wheel, your veloc-ity changes because you are changing direction.

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Disc Two, Module 9:Speed and AccelerationUse the Interactive Tutor to learn moreabout these topics.

PracticePractice

PracticeHINT

> When a problem asks you tocalculate acceleration, youcan use the accelerationequation.

a � ��

tv�

To solve for other variables,rearrange it as follows.

> To isolate t, first multiplyboth sides by t.

a � t � ��

tv� � t

�v � at

Next divide both sides by a.

��

av� � �

aat�

t � ��

av�

You will need to use thisform of the equation inPractice Problem 4.

> In Practice Problem 5, isolatefinal velocity.

vf � vi � at

Acceleration

1. Natalie accelerates her skateboard along a straight path from 0 m/sto 4.0 m/s in 2.5 s. Find her average acceleration.

2. A turtle swimming in a straight line toward shore has a speed of0.50 m/s. After 4.0 s, its speed is 0.80 m/s. What is the turtle’s average acceleration?

3. Find the average acceleration of a northbound subway train thatslows down from 12 m/s to 9.6 m/s in 0.8 s.

4. Marisa’s car accelerates at an average rate of 2.6 m/s2. Calculate howlong it takes her car to speed up from 24.6 m/s to 26.8 m/s.

5. A cyclist travels at a constant velocity of 4.5 m/s westward, and thenspeeds up with a steady acceleration of 2.3 m/s2. Calculate thecyclist’s speed after accelerating for 5.0 s.

Math SkillsMath SkillsAcceleration A flowerpot falls off a second-story windowsill.The flowerpot starts from rest and hits the sidewalk 1.5 s laterwith a velocity of 14.7 m/s. Find the average acceleration of the flowerpot.

List the given and unknown values.Given: time, t � 1.5 s

initial velocity, vi � 0 m/sfinal velocity, vf � 14.7 m/s down

Unknown: acceleration, a � ? m/s2 (and direction)

Write the equation for acceleration.

acceleration � � �vf –

tvi�

Insert the known values into the equation, and solve.

a � �vf –

tvi� ��

14.7 m1/.s5

�

s0 m/s

�

a � �14

1.7.5

ms

/s� � 9.8 m/s2 down

3

final velocity � initial velocity��

time

2

1

Additional ExamplesAcceleration A car acceleratesfrom 0 m/s to 45 m/s northward in15 s. What is the acceleration ofthe car? Answer: 3.0 m/s2 northward

After reaching 45 m/s, the carslows down to 0 m/s in 10.0 s.What is the acceleration of the car?Answer: 4.5 m/s2 southward (or�4.5 m/s2 northward)

Logical

1. �(4.0 m

2/s.5�

s0 m/s)

� �

1.6 m/s2 along her path

2. �

0.075 m/s2 toward the shore

3. �(9.6 m/

0s.�8 s

12 m/s)��

�3 m/s2 north � 3 m/s2 south

4. t � �v/a �

� 0.85 s

5. vf � vi � at � 4.5 m/s � (2.3 m/s2)(5.0 s) � 16 m/s LogicalLS

(26.8 m/s � 24.6 m/s)��

(0.80 m/s � 0.50 m/s)��

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Trends in Physics Particle Accelerators Some of today’sphysicists use particle accelerators to learnabout the fundamental particles that make upour universe. The most powerful acceleratorin the world is the Tevatron at Fermilab inBatavia, Illinois. The Tevatron is a 4-mile-longunderground ring in which protons and otherparticles are accelerated to incredible speeds,and then put into collisions against oneanother. Scientists study these collisions tolearn about the fundamental particles of

matter and about conditions in the very early universe.

Some of this theoretical research has practi-cal applications as well. For example, MagneticResonance Imaging (MRI) is a technique usedin medicine to image the inside of the humanbody. The powerful superconducting magnetsused in MRI technology were first developed inthe 1970s for Fermilab’s Tevatron.

Trends in Technology Space Acceleration Measurement SystemNASA has developed an acceleration measure-ment and recording system called the SpaceAcceleration Measurement System, or SAMS.SAMS can measure, condition, and recordlow-gravity accelerations for microgravityexperiments in space. It can be used with up to three separate experiments simultaneously.By June of 1998, SAMS had been used on over 20 Shuttle missions, as well as on theMIR space station.


Acceleration can be determined from a velocity-time graphYou have learned that an object’s speed can be determined froma distance-time graph of its motion. You can also make a veloc-ity-time graph by plotting velocity on the vertical axis and timeon the horizontal axis.

A straight line on a velocity-time graph means that the veloc-ity changes by the same amount over each time interval. This iscalled constant acceleration. The slope of a line on a velocity-timegraph gives you the value of the acceleration. A line with a posi-tive slope represents an object that is speeding up. A line with anegative slope represents an object that is slowing down. Astraight horizontal line represents an object that has an unchang-ing velocity and therefore has no acceleration.

The bicyclists in Figure 11A are riding in a straight line at aconstant speed of 13.00 m/s, as shown by the data in Table 2.Figure 11B is a distance-time graph for the cyclists. Because thevelocity is constant, the graph is a straight line. The slope of theline equals the cyclists’ velocity. Figure 11C is a velocity-timegraph for the same cyclists. The slope of this line represents thecyclists’ acceleration. In this case, the slope is zero (a horizontalline) because the acceleration is zero.

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Figure 11When you ride your

bike straight ahead atconstant speed, you are not accelerating,because neither yourvelocity nor your direc-tion changes.

A

If you plot the distance trav-eled against the time it takes, theresulting graph is a straight linewith a slope of 13.00 m/s.

B Plotting the velocity against timeresults in a horizontal line becausethe velocity does not change. Theacceleration is 0 m/s2.

C

Table 2Data for a Bicycle with Constant Speed

Time (s)

Dis

tanc

e (m

) 403020100

3210Time (s)

Velo

city

(m

/s) 40

3020100

3210

Time (s) Speed (m/s)

0 13.00

1 13.00

2 13.00

3 13.00

4 13.00

The faster a car goes, thelonger it takes a given brakingforce to bring the car to astop. Braking distance de-scribes how far a car travelsbetween the moment thebrakes are applied and themoment the car stops. As acar’s speed increases, so doesits braking distance. For ex-ample, when a car’s speed isdoubled, its braking distanceis four times as long.

Graphing Have students create adistance-time graph from the datain Table 2. To do this, have themfirst create a new data table thatcontains the information in Table 2in the first two columns. Have stu-dents add two more columns—thedistance traveled in the time inter-val and the total distance traveled.

To calculate the distance trav-eled in a time interval, studentsshould use d = vt. To calculate thetotal distance traveled, studentsshould add the distance traveled inthe time interval (column 3) to theprevious total distance.

For an extension exercise, givestudents a data table with anincreasing velocity (3 m/s, 6 m/s, 9 m/s, 12 m/s corresponding to thetimes 1 s, 2 s, 3 s, 4 s). Have themcreate both a velocity–time graphand a distance–time graph. Discussthe differences between the twographs. LogicalLS

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• Math Skills Acceleration GENERAL


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TM Acceleration Graphs

A Sprinter’s Acceleration In a 200-msprint, a top runner accelerates very rap-idly at first, and continues accelerating forthe first 50–70 m (50–60 m for females,and 60–70 m for males). The sprintercontinues at his or her highest speed—about 10 m/s for a female and 11 m/s for a male—for the next 20–30 m. In the final100 m, the sprinter has a negative acceler-ation while his or her speed decreases.

The rider in Figure 12A is slowing down from 13.00 m/s to3.25 m/s over a period of 3.00 s, as shown by the data in Table 3.You can find out the rate at which velocity changes by calculat-ing the acceleration.

a � � –3.25 m/s2

The rider’s velocity decreases by 3.25 m/s each second. Theacceleration has a negative sign because the rider is slowingdown. Figure 12B is a distance-time graph of the rider’s motion,and Figure 12C is a velocity-time graph.

3.25 m/s � 13.00 m/s��

3.00 s

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1. Identify the straight-line accelerations below as eitherspeeding up or slowing down.a. 5.7 m/s2 c. �2.43 m/s2

b. �9.8 m/s2 d. 9.8 m/s2

2. Critical Thinking Joshua skates in a straight line at a con-stant speed for one minute, then begins going in circles atthe same rate of speed, and then finally begins to increasespeed. When is he accelerating? Explain your answer.

3. What is the final speed of a skater who accelerates at a rateof 2.0 m/s2 from rest for 3.5 s?

4. Graph the velocity of a car accelerating at a uniform ratefrom 7.0 m/s to 12.0 m/s in 2.0 s. Calculate the acceleration.

S U M M A R Y

> Acceleration is a change in an object’s velocity.Accelerating means speed-ing up, slowing down, orchanging direction.

> For straight-line motion,average acceleration isdefined as the change inan object’s velocity per unit of time.

> Circular motion is accelera-tion because of the con-stant change of direction.

> A velocity-time graph canbe used to determineacceleration.

Figure 12When you slow down, your

velocity changes. Your accelera-tion is negative because youare decreasing your velocity.

A If you plot the distance you travelagainst the time it takes you, thedistance you travel each secondbecomes shorter and shorter untilyou finally stop.

B Plotting the velocity againsttime results in a line that has anegative slope, which means theacceleration is negative.

C

Table 3Data for a Slowing Bicycle

Time (s)

Dis

tanc

e (m

) 2520151050

43210

2520151050

Time (s)

Velo

city

(m

/s)

3210 4

Time (s) Speed (m/s)

0 13.00

1 9.75

2 6.50

3 3.25

4 0


Quiz1. What is an acceleration? (a change

in velocity, which means change inspeed or direction)

2. How is acceleration calculated?(a � �v/t)

3. What are the SI units of acceler-ation? (m/s2)

4. Does an object moving at a con-stant speed in uniform circularmotion have acceleration? (yes)

5. Given a velocity-time graph, howcan you find acceleration? (accel-eration � the slope of the line)

CloseClose


1. a. speeding upb. slowing downc. slowing downd. speeding up

2. He is accelerating both when he is going in cir-cles at the same rate of speed and when he isincreasing speed. One involves a change indirection, while the other involves a change in speed. Both speed and direction are a part of velocity, and any change of velocity is acceleration.

3. vf � vi � at � 0 � (2.0 m/s2)(3.5 s) � 7.0 m/s 4. 2.5 m/s2 is the acceleration. The graph should

be a straight line from 7.0 m/s at the zero lineof time to 12 m/s at the 2.0 s line of time (withtime on the x-axis and velocity on the y-axis).



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TM Acceleration Graphs


> Explain the effects of unbalanced forces on the motion of objects.

> Compare and contrast static and kinetic friction.> Describe how friction may be either harmful or helpful.> Identify ways in which friction can be reduced or

increased.

Motion and Force

You often hear the word in everyday conversation:“That storm had a lot of force!” “Our basketball team is a

force to be reckoned with.” But what exactly is a force? In science,force is defined as anything that changes the state of rest or motionof an object. This section will explore how forces change motions.

Balanced and Unbalanced ForcesWhen you throw or catch a ball, you exert a force to change theball’s velocity. What causes an object to change its velocity, oraccelerate? Usually, many forces are acting on an object at anygiven time. The net force is the combination of all of the forcesacting on the object. Whenever there is a net force acting on anobject, the object accelerates in the direction of the net force. Anobject will not accelerate if the net force acting on it is zero.

Balanced forces do not change motionWhen the forces applied to an object produce a netforce of zero, the forces are balanced. Balancedforces do not cause an object at rest to start moving.Furthermore, balanced forces do not cause achange in the motion of a moving object.

Many objects have only balanced forces actingon them. For example, a light hanging from theceiling does not move up or down, because an elas-tic force due to tension pulls the light up and bal-ances the force of gravity pulling the light down. Ahat resting on your head is also an example of bal-anced forces. In Figure 13, the opposing forces onthe piano are balanced. Therefore, the piano re-mains at rest.

force

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K E Y T E R M S

forcefrictionstatic frictionkinetic friction

▲

force an action exerted on abody in order to change thebody’s state of rest or motion;force has magnitude anddirection

▲

Figure 13The forces applied by these two students bal-ance each other, so the piano does not move.

OverviewBefore beginning this section,review with your students theObjectives listed in the StudentEdition. This section begins bydefining force and distinguishingbetween balanced and unbalancedforces. Next, students study fric-tion, including static friction,kinetic friction, fluid friction, waysto decrease or increase friction, andthe relationship between frictionand acceleration.


IdentifyingPreconceptions Write on the chalkboard the wordsmovement and force. Ask studentsto come up with words or phrasesthat relate to the concepts of move-ment and force. This exerciseshould help identify your students’preconceptions about motion andforces. Encourage students to writetheir ideas down.

Based on their ideas, ask themto predict: if a force (acting on anobject) were removed, would theobject necessarily come to a stop?Ask them the same question whenthe section is finished. Based oneveryday experiences that aredominated by frictional forces,many of us develop inaccuratepreconceptions about motion and forces. VerbalLS

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Forces and Motion Many students will conclude that the speed of a body isdirectly related to the force currentlyapplied, and that constant motion requiresa constant force. They may also believethat if a body is at rest, then there is noforce acting on it.

List each of these misconceptions onthe chalkboard. Then, when you have fin-ished this section, use examples from thetext to address how each misconception isincorrect.

Molecules are held together by balancedforces; otherwise, the atoms that make themup would accelerate apart. Have students find out what kind of forces hold moleculestogether. VerbalLS

CHEMISTRYCHEMISTRYCONNECTIONCONNECTION

Unbalanced forces do not cancel completelyIn Figure 14, another student pushes on one side of the piano. Inthis case, there are two students pushing against the piano onone side and only one student pushing against the piano on theother side. If the students all have the same mass and are allpushing with the same force, there is an unbalanced force: twostudents pushing against one student. Because the net force onthe piano is greater than zero, the piano will begin to acceleratein the direction of the greater force.

What happens if forces act in different directions that are notopposite each other? In this situation, the combination of forcesacts like a single force on the object, which causes acceleration ina direction that combines the directions of the applied forces. Ifyou push eastward on a box, and your friend pushes northward,the box will accelerate in a northeasterly direction.

The Force of FrictionImagine a car that is rolling along a flat, evenly paved street.Experience tells you that the car will keep slowing down until iteventually stops. This steady change in the car’s speed gives youa clue that a force must be acting on the car. The unbalancedforce that acts against the car’s direction of motion is

Friction occurs because the surface of any object is rough.Even surfaces that look or feel very smooth are actually coveredwith microscopic hills and valleys. When two surfaces are in con-tact, the hills and valleys of one surface stick to the hills and val-leys of the other surface.

friction.

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Figure 14When two opposite forces actingon the same object are unequal,the forces are unbalanced. Achange in motion occurs in thedirection of the greater force.

The word force comes from theLatin word fortis, which means“strength.” The word fortresscomes from the same root.

V

friction a force that opposesmotion between two surfacesthat are in contact

▲

Teaching TipBalanced Forces Be sure toemphasize that balanced forces donot change the motion of an object.That does not imply that the objectis not moving. For example, a carmoving at a constant speed in astraight line has balanced forcesacting on it. The force exerted bythe engine is balanced by the fric-tional forces within the car’s com-ponents, by the road, and by theair. Because the car is not accelerat-ing, we can tell that the forces arebalanced. If the car speeds up,slows down, or turns, then theforces are no longer balanced.

Teaching Tip Forces Because the direction of aforce is important, the descriptionof a force includes both a size anddirection, just like velocity andacceleration. To emphasize theimportance of direction, pose thefollowing question to students:What is the net (or total) force act-ing on a piano if two students areeach putting a force of 100 N on it?

After a brief discussion, drawtwo scenarios on the board. Thefirst scenario should show twoforces (drawn as arrows) acting onan object in the same direction.The net force in this case would be 200 N in the direction of theforces. The second scenario shouldshow the forces acting in oppositedirections. The net force in thiscase would be zero. LogicalLS

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Historical PerspectiveAristotle and Galileo: Theories of ForceAristotle believed that a moving object musthave a force acting on it or it would stopmoving. His belief was suggested by everydayexperiences. If you slide an object and thenremove your hand, it will stop sliding. WhatAristotle did not realize was that when youremove your hand, you remove a force that isbalancing another opposing force—friction.So the object stops moving because friction isstill acting on it.

The force of friction was first demonstratedby Galileo. Galileo used two inclined planesfacing each other to support his conviction thatin the absence of friction, no force is needed tokeep an object in motion. He found that withsmooth surfaces, a ball rolled down one planerolled almost to the same height on the otherplane, whereas it did not roll as high when theinclined planes had two rough surfaces. (Youmay want to demonstrate this using a ball on abent piece of carpet and then on a bent pieceof poster board.)

DemonstrationStatic vs. Kinetic Friction(Time: about 15 minutes)

Materials:• rectangular block• hook• spring scaleStep 1 Use the spring scale tomeasure the force required to startthe rectangular block moving.Step 2 Use the spring scale tomeasure the frictional force forconstant velocity.Step 3 Perform several trials. Havestudents record all data and findthe average for each.

Analysis1. What might account for any dif-

ference between the two averagevalues? (Since the contact forceand surfaces remain the same, theonly difference in the two averagevalues is due to motion.)

2. Which is greater, kinetic or staticfriction? (static friction)Kinesthetic

Teaching TipStatic Friction The force of staticfriction is a reaction force. Staticfrictional forces do not exist if thereis no opposing force. For example,when trying to slide a crate to theleft, you have an opposing frictionalforce to the right. However, if youstop pushing the crate, the frictionalforce stops.

Also, consider a sliding crate. If you stop pushing, the crate willslow down because of friction. Asthe relative motion between thecrate and the floor decreases, sodoes the frictional force. So, whenthe crate stops, the frictional forceis zero.

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Friction opposes the applied forceBecause of friction, a constant force must be applied to a car justto keep it moving. The force pushing the car forward must begreater than the force of friction opposing the car’s motion, asshown in Figure 15A. Once the car reaches its desired speed, thecar will maintain this speed if the forces acting on the car are bal-anced, as shown in Figure 15B.

Friction also affects objects that aren’t moving. For example,when a truck is parked on a hill with its brakes set, as shown inFigure 15C, friction opposes the force of gravity along the hill andprevents the truck from rolling away.

Static friction is greater than kinetic frictionThe friction between surfaces that are stationary is called

The friction between moving surfaces is called Because of forces between molecules of the two sur-

faces, the force required to make a stationary object start movingis usually greater than the force necessary to keep it moving. Inother words, static friction is usually greater than kinetic friction.

Not all kinetic friction is the sameThere are different kinds of kinetic friction. The type of frictiondepends on the motion and the nature of the objects. For exam-ple, when objects slide past each other, the friction that occurs iscalled sliding friction. If a round object rolls over a flat surface,the friction is called rolling friction. Rolling friction is usually lessthan sliding friction.

friction.kineticfriction.

static

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static friction the force thatresists the initiation of slidingmotion between two surfacesthat are in contact and at rest

kinetic friction the forcethat opposes the movementof two surfaces that are incontact and are sliding overeach other

▲▲

When a car is accelerating, theforces are unbalanced. The force mov-ing the car forward is greater than theopposing force of friction.

A When a car is cruising atconstant speed, the force mov-ing the car forward is balancedby the force of friction.

B This truck does not roll.The force of friction betweenthe brakes and the wheels balances the force of gravity.

C

Figure 15 Frictional Forces and Acceleration

Unbalanced forces: acceleration Balanced forces: constant speed Balanced forces: no motion

GENERAL

• Cross-Disciplinary Worksheet Real World Application—DesigningRace Cars


Transparencies

TT Frictional Forces and Acceleration

ENGINEERINGENGINEERINGCONNECTIONCONNECTION

In the 1900s, researchers at several newtechnical universities in Germany began using wind tunnels to study the air flowaround airplanes. In the 1930s, the ChryslerAirflow became one of the first commercialautomobiles tested in a wind tunnel. Wind-tunnel testing became a regular part of cardesign after World War II. Since improve-ments in aerodynamics lead to greater fuel

efficiency, streamlining became a more serious concern during the energy crisis of the 1970s. Recently, engineers have begunusing computer simulation to perform rapidtrial-and-error runs to streamline automobileseven further. As a result of all of these stream-lining efforts, today’s cars are sleeker, morefuel-efficient, and also more similar to oneanother in shape than cars of past eras.

www.scilinks.orgTopic: Force and FrictionSciLinks code: HK4054

Air resistance also opposes motionAny object moving through a fluid such as air encounters frictionbetween the air and the surface of the moving object. That fric-tion is called fluid friction. Air slides past a car as it moves, whichcauses fluid friction. Fluid friction can be minimized by verysmooth surfaces.

In addition to fluid friction, another factor involved in airresistance is the displacement of air. For example, as a car moves,it must push air out of the way. The car must displace a certainvolume of air for each car length that it moves. Air resistance tothe car’s motion increases as the car travels faster, because moreair must be moved each second. This effect is very different fromkinetic friction. The amount of air moved depends on the shapeof the car. Designing the shape of the car so that less air must bedisplaced, as shown in Figure 16, is called streamlining.

Friction and MotionWithout friction, the tires of a car would not be able to pushagainst the ground and move the car forward, the brakes wouldnot be able to stop the car, and you would not even be able to gripthe door handle to get inside! Without friction, a car is useless.Friction between your pencil and your paper is necessary for thepencil to leave a mark. Without friction, balls and other sportsequipment would slip from your fingers when you tried to pickthem up, and you would slip and fall when you tried to walk.

However, friction can cause some problems, too. In a car, fric-tion between moving engine parts increases their temperatureand causes the parts to wear down. Motor oil must be regularlyadded to the engine to keep it from overheating due to friction,and engine parts need to be changed as they wear out.

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Figure 16With the need for better fuel effi-ciency and increased speed, cardesigns have been changed toreduce air resistance. Modern carsare much more aerodynamic thancars of earlier eras.

Vocabulary Students may notunderstand why air resistance isclassified as fluid friction. Explainthat in scientific terminology, bothliquids and gases are classified asfluids. Thus, air is a fluid, and soair resistance is an example of fluid friction.


Group ActivityResearching Tires Vehicle tiresare designed to increase grip. Havestudents work in small groups tofind information about as manydifferent kinds of tires, tire com-pounds, and tread designs as theycan. Have them make a poster orother project showing some of thetypes of tires and treads they havelearned about. InterpersonalLS


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Friction A common miscon-ception is that friction is a forceof “directionless resistance”that occurs between solids only.Emphasize that, like all forces,friction acts in a particulardirection. Use the idea of fluidfriction, including air resistance,to counter the misconceptionthat friction can occur onlybetween solids.

BIOLOGYBIOLOGYCONNECTIONCONNECTION GENERAL

When a fish swims in water, it experiences“water resistance” similar to air resistance. Askstudents to find out how fish have adapted totheir water environment so that water resist-ance during swimming is minimized. VerbalLS

SPACE SCIENCESPACE SCIENCECONNECTIONCONNECTION

Objects in space do not experience air resist-ance. This is why Earth continually orbits thesun without slowing down. (Earth’s velocity is actually decreasing because of collisionswith small masses such as meteoroids, butthis is a minor effect.)


Harmful friction can be reducedBecause friction can be both harmful and helpful, it is sometimesdesirable to reduce or increase friction. One way to reduce harm-ful friction is to use lubricants. Lubricants are substances thatare applied to surfaces to reduce the friction between them.Some examples of common lubricants are motor oil, wax, andgrease. Figure 17 shows why lubricants are important to main-taining car parts.

Lubricants are usually liquids, but they can be solids or gases,too. An example of a lubricant gas is the air that comes out of thetiny holes of an air-hockey table.

Friction can also be reduced by replacing sliding friction withrolling friction. Ball bearings are placed between the wheels andaxles of in-line skates and bicycles to reduce friction and therebymake the wheels turn more easily.

Another way to reduce friction is to make the surfacessmoother. For example, sliding across rough wood on a parkbench can be uncomfortable if there is a large amount of frictionbetween your legs and the bench. Rubbing the bench with sand-paper makes it smoother and therefore more comfortable for sit-ting, because the friction between the bench and your legs isreduced.

Competitive swimmers and bikers reduce the amount of fluidfriction by wearing clothes that fit closely. Even their headgear isdesigned to decrease fluid friction in both the air and the water.

Helpful friction can be increasedOne way to increase helpful friction is to make surfaces rougher.For example, sand scattered on icy roads keeps cars from skid-ding. Baseball players sometimes wear textured batting gloves toincrease the friction between their hands and the bat so that thebat does not slide or fly out of their hands.

Another way to increase friction is to increase the force push-ing the surfaces together. For example, you can ensure that yourmagazine will not blow away at the park by putting a heavy rockon it. The added mass of the rock increasesthe friction between the magazine and theground or park bench. If you are sandinga piece of wood, you can sand the woodfaster by pressing harder on the sandpaper. Figure 18 gives another example of a way to increase helpful friction.

Figure 18No one enjoys cleaning pans withbaked-on food! To make the chorepass quickly, press down on thepan with the scrubber to increasefriction.

Figure 17Motor oil is used as a lubricant incar engines. Without oil, engineparts would wear down quickly,like the connecting rod shown onthe right of this photograph.

335

Teaching Tip Friction at the Atomic LevelWhen two surfaces come into con-tact, the atoms do not simply rollacross one another. Their behaviordepends on the chemical bonds andelectron clouds on each surface.The properties and relative orienta-tions of the chemical bonds andelectron clouds determines thestrength of the frictional forcebetween the two substances.

Group ActivityIce Racing Tell students that thesport of ice racing has been trans-formed by modern materials andsuit and helmet designs that mini-mize air resistance, and by skatedesigns that minimize friction. Putstudents into groups, with threestudents per group. Ask each groupto use the library or Internet tofind out about ways that technol-ogy has been applied to ice racing.Each group should make a shortpresentation to the class with theresults. Verbal

Reading Skills After reading thispage, discuss helpful and harmfulexamples of friction with students.The text mentions a few examplesof each. Ask students to think ofadditional examples of both help-ful and harmful effects of friction.

VerbalLS

LS

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• Cross-Disciplinary Worksheet RealWorld Application—Designing RaceCars

• Cross-Disciplinary WorksheetConnection to Language Arts—Friction in Fiction


Trends in Materials Science Studying the Atomic Origin of FrictionScientists at the Lawrence Berkeley NationalLaboratory are using a new kind of AtomicForce Microscope (AFM) to study the atomicorigin of frictional forces. As the tip of thisspecial AFM moves across the surface of amaterial, it moves up and down over individ-ual atoms to map surface topography. At thesame time, the AFM also measures friction byrecording the sideways motion of the flexibletip. The researchers are able to study wear at

an atomic level by measuring how much forceis needed to dislodge a single atom.

Scientists plan to use the AFM to learnmore about what causes friction and whatfactors increase or decrease friction. They alsohope to determine how variations in atomictopography affect friction. The research mightone day lead to the development of betterlubricants, which in turn will improve theenergy efficiencies of many kinds of mechani-cal devices.

Cars could not move without frictionWhat causes a car to move? A car’s wheels turn, and they pushagainst the road. The road pushes back on the car and causes thecar to accelerate. Without friction between the tires and the road,the tires would not be able to push against the road, and the carwould not experience a net force. Friction, therefore, causes theacceleration (whether speeding up, slowing down, or changingdirection).

Water, snow, and ice provide less friction between the roadand the car than usual. Normally, as a car moves slowly overwater on the road, the water is pushed out from under the tires.However, if the car moves too quickly, the water becomes trappedand cannot be pushed out from under the tires. The watertrapped between the tires and the road may lift the car off theroad, as shown in Figure 19. This is called hydroplaning. Whenhydroplaning occurs, there is very little friction between the tiresand the water, and the car becomes difficult to control. This dan-gerous situation is an example of the need for friction.


1. Describe a situation in which unbalanced forces are actingon an object. What is the net force on the object, and howdoes the net force change the motion of the object?

2. Identify the type of friction in each situation describedbelow.a. Two students are pushing a box that is at rest.b. The box pushed by the students is now sliding.c. The students put rollers under the box and push it

forward.

3. Explain why friction is necessary to drive a car on a road.How could you increase friction on an icy road?

4. Describe three different ways to decrease the force of fric-tion between two surfaces that are moving past each other.

5. Critical Thinking When you wrap a sandwich in plastic foodwrap to protect it, you must first unroll the plastic wrapfrom the container, and then wrap the plastic around thesandwich. In both steps you encounter friction. In eachstep, is friction helpful or harmful? Explain your answer.

6. Critical Thinking The force pulling a truck downhill is 2000 N. What is the size of the static friction acting on the truck if the truck doesn’t move?

S U M M A R Y

> Objects subjected to bal-anced forces either do notmove or move at constantvelocity.

> An unbalanced force mustbe present to cause anychange in an object’s stateof motion or rest.

> Friction is a force thatopposes motion betweenthe surfaces of objectsmoving, or attempting tomove, past each other.

> Static friction opposesmotion between two sta-tionary surfaces. Kineticfriction opposes motion be-tween two surfaces that aremoving past one another.

> Friction can be helpful orharmful. There are manyways to decrease orincrease friction.

Figure 19Without friction, a car cannot becontrolled.

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QuizSelect the term that best completeseach statement.

1. A(n) balanced/unbalanced forcemust be present to cause achange in motion. (unbalanced)

2. Friction is the force between thesurfaces of two objects thataccelerates/opposes the motionof either object. (opposes)

3. Of static and kinetic friction,static/kinetic friction is alwaysgreater. (static)

4. Friction is always/sometimesharmful. (sometimes)

5. Putting salt on a snowy road is away to increase/decrease friction.(increase)

CloseClose


1. Answers may vary. A baseball falling to Earthis an example of a situation involving unbal-anced forces. The net force is the force of grav-ity pulling the baseball toward the groundcombined with kinetic friction.

2. a. static frictionb. kinetic frictionc. rolling friction

3. Friction between the tires and the road enablesthe tires to push against the road and viceversa so that the car experiences a net forceand drives forward. To increase friction and to melt ice on an icy road, you can salt orsand the road.

4. Lubricate the surfaces. Smooth the surfaces.Place bearings between the surfaces.

5. When unrolling the plastic wrap, frictionbetween your hand and the wrap is helpful,because it enables you pull the wrap; but the friction between two parts of the wrap is harmful, because it slows the flow of thewrap. When wrapping the sandwich, fric-tion between edges of the plastic is helpful,because it keeps the plastic sticking to itself.

6. If there is no acceleration, the net force is zero.The force of static friction is equal to, but inthe opposite direction of the force pulling thetruck downhill: 2000 N uphill.


336


GENERAL



337

Examine the above graph, and answer the following questions. (See Appendix A for helpin interpreting a graph.)

Does the graph indicate an increase or decrease of the quantities? Explain youranswer.

Identify the independent and dependent variables. What is the relationship betweenthe two variables?

What information about the runner’s speed can be determined from the graph? Isthe speed constant during the run?

What is the runner’s maximum speed? During what time interval does the runnerreach this speed? What is the runner’s minimum speed?

What is the total distance traveled by the runner? What trend suggests that this is thetotal distance run even when the graph is continued beyond the 25.0 s mark?

How is this graph similar to any graph showing distance traveled in a single directionover a given time interval?

Construct a graph best suited for the information in the table below. Assuming allmeasurements are made in 7.0 s, which car has the greatest acceleration? If the timeinterval for car B is 8.0 s instead of 7.0 s, which car has the greatest acceleration?

7

6

5

4

3

2

1

Graphing SkillsGraphing SkillsGraphing Skills

5 100

Time (s)

Dis

tanc

e (m

)

15 20

40

30

20

10

0

50

25 30

Car type Maximum speed (m/s)

A 23.3

B 28.0

C 26.2

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Teaching TipInterpreting Graphs Indicate howthe shape of a distance versus timegraph can provide qualitative infor-mation about velocity and accelera-tion. A horizontal line indicates zerovelocity and acceleration, a straightline with a positive slope has posi-tive velocity and zero acceleration,and a straight line with a negativeslope has negative velocity and zeroacceleration. A curved line indicatesnon-zero acceleration.

Answers1. increasing

As time increases, so does thedistance traveled.

2. Time is the independent variable;distance traveled is the dependentvariable. During a time interval,the runner travels farther, accord-ing to the runner’s speed (slope of line).

3. The runner’s speed can be calcu-lated from the graph. No, thespeed is not constant, but variesover the entire run.

4. 8.0 m/s; from t � 15.0 s to t �17.5 s; 0 m/s

5. 45.0 mThe runner has stopped movingafter 22.5 s, as indicated by thehorizontal line. It may thereforebe inferred that the run is over at22.5 s.

6. All such graphs indicate anincrease in distance with time,regardless of changes in speed.

7. The best suited graph is a bargraph (see sample below). Theacceleration over 7.0 s for eachcar is: Car A. 3.3 m/s2

Car B. 4.0 m/s2

Car C. 3.7 m/s2

Car B has the greatest accelera-tion. If the time for car B isincreased to 8.0 s, car C has the greatest acceleration.

Graphing SkillsGraphing Skills

5 100Maximum Speed (m/s)

Car

15 20

C

B

A

25 30

Speeds For Three Cars

7. At the end of a game, a basketball player on the winning team throws the basketballstraight up as high as he can throw it. At thetop of its path, the basketball’s velocity isa. 0 m/s.b. 10 m/s up.c. 10 m/s down.d. Not enough information is given to deter-

mine its velocity.

8. Which one of the following is not caused bya net force?a. starting up a bicycle that was previously

not movingb. changing a bicycle’s speed while it is

moving in a straight linec. changing a bicycle’s direction while it is

moving at constant speedd. keeping a bicycle going in a straight line

at constant speed

9. A book is sitting still on your desk. Which ofthe following best describes this situation?a. There are no forces acting on the book.b. The book is moving compared to the ref-

erence frame.c. There are balanced forces acting on the

book.d. There are unbalanced forces acting on

the book.

10. When you graph displacement vs. time,velocity is represented bya. the x-intercept of the graph.b. the y-intercept of the graph.c. the slope of the graph.d. the curve of the graph.

11. If a track athlete runs an 800 m race at aconstant speed of 2 m/s, how long will ittake her to run the race? a. 6.7 minb. 16 minc. 26.7 mind. 400 min

Chapter HighlightsBefore you begin, review the summaries of thekey ideas of each section, found at the end ofeach section. The vocabulary terms are listedon the first page of each section.

1. If you jog for 1 h and travel 10 km, 10 km/hdescribes your a. momentum. c. displacement.b. average speed. d. acceleration.

2. ____________ is a speed in a certain direction.a. Acceleration c. Momentumb. Friction d. Velocity

3. An object’s speed is a measure ofa. how fast the object is moving.b. the object’s direction.c. the object’s displacement per unit of time.d. All of the above

4. A car travels a distance of 210 mi in exactly4 h. The driver calculates that he traveled52.5 mi/h. Which of the following termsmost nearly describes his calculation?a. average speedb. instantaneous speedc. instantaneous accelerationd. displacement

5. Which of the quantities below represents avelocity?a. 25 m/s c. 15 mi/h eastwardb. 10 km/min d. 3 mi/h

6. Which of the following is not accelerating?a. a ball being juggledb. a woman walking at 2.5 m/s along a

straight roadc. a satellite circling Earthd. a braking cyclist

UNDERSTANDING CONCEPTSUNDERSTANDING CONCEPTS

338

R E V I E WC H A P T E R 10

Understanding Concepts

1. b2. d3. a4. a5. c6. b7. a8. d9. c

10. c11. a

Using Vocabulary

12. both; the speed is 30 m/s, andthe velocity is 30 m/s westward.

13. At the beginning of a race, acyclist uses friction between hertires and the road to create a netforce, which changes the bicycle’svelocity and enables accelerationforward.

14. acceleration15. The reference frame defines the

starting, ending, and comparisonpoints.

16. Distance is the length of the paththat you travel even if you changedirection. Displacement is thestraight-line distance between thestarting point and the endingpoint.


338

C H A P T E R 10

R E V I EW

• Chapter Tests • Test Item Listing for ExamView® Test

Generator

GENERAL


12. State whether 30 m/s westward represents aspeed, a velocity, or both.

13. Describe the motion of a cyclist at the startof a race. In your answer, use the termsvelocity, acceleration, and friction.

14. What does the slope of a velocity-time graphtell you about an object?

15. Why is identifying the reference frame impor-tant in describing motion?

16. What is the difference between distance anddisplacement?

17. Why is traveling in a circle at a constantspeed called acceleration?

18. What is uniform circular motion?

19. How are friction and air resistance alike?How are they different?

20. What is the difference between a force andan unbalanced force?

21. How do static friction and kinetic friction dif-fer from each other?

22. Interpreting Data Bob straps on his in-lineskates and pushes down a hill. His velocitychanges from 0 m/s at the start to 4.5 m/sexactly 15 s later. What is Bob’s averageacceleration?

23. Interpreting Data A baseball is hit straightup at an initial velocity of 30 m/s. If the ballhas a negative acceleration of about 10 m/s2,how long does the ball take to reach the topof its path?

24. Velocity An airplane traveling from SanFrancisco northeast to Chicago travels1260 km in 3.5 h. What is the airplane’saverage velocity?

25. Velocity Heather and Matthew take 45 s to walk eastward along a straight road to a store 72 m away. What is their averagevelocity?

26. Velocity Simpson drives his car with anaverage velocity of 85 km/h eastward. Howlong will it take him to drive 560 km on aperfectly straight highway?

27. Acceleration A driver is traveling eastwardon a dirt road when she spots a potholeahead. She slows her car from 14.0 m/s to 5.5 m/s in 6.0 s. What is the car’sacceleration?

28. Acceleration How long will it take a cyclistwith a forward acceleration of �0.50 m/s2 tobring a bicycle with an initial forward veloc-ity of 13.5 m/s to a complete stop?

29. Graphing The following graphs describe themotion of four different balls—a, b, c, and d.Use the graphs to determine whether eachball is accelerating, sitting still, or moving ata constant velocity.

USING VOC ABULARYUSING VOC ABULARY

BUILDING MATH SKILLS BU ILDING MATH SKILLS

BUILDING GR APHING SKILLS BU ILDING GR APHING SKILLS

339

TimeTime

Velo

city

Dis

tanc

e

60

50

40

30

20

10

06050403020100

60

50

40

30

20

10

06050403020100

db

ca

17. Acceleration is the change invelocity per unit of time. Velocityincludes both speed and direction,so a change in direction is achange in velocity. Traveling in acircle requires constantly changingdirection, therefore constantlychanging velocity, thereforeaccelerating.

18. Uniform circular motion ismotion at constant speed in acircle.

19. They are alike in that theyoppose motion. In addition, part of air resistance is frictionbetween the air and the surfaceof the moving object. They aredifferent because air resistancealso involves pushing air out ofthe way. The more air that mustbe pushed out of the way eachsecond, the greater the air resist-ance. That’s why air resistanceincreases as speed increases butfriction does not.

20. A force is an action exerted on a body in order to change thebody’s state of rest or motion. If a force is canceled by anotherforce in the opposite direction,the forces are balanced.However, if there is no forceacting in the opposite direction,then the force is unbalanced, andacceleration results.

21. Static means “not moving” (sta-tionary) and kinetic means“moving.” Static friction isgreater than kinetic friction,because when two surfaces arenot moving past each other, theirregularities in one surface canstick to the irregularities of theother surface more easily thanwhen the surfaces are in motion.


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Section Questions1 1–5, 7, 10–12, 15, 16, 24–26, 30, 31,

36, 38, 402 6, 14, 17, 18, 22, 23, 27–29, 32–353 8, 9, 13, 19–21, 37, 39

Assignment Guide

32. Graphing A rock is dropped from a bridge,and the distance it travels and the speed atwhich it is falling are measured every sec-ond until it hits the water. The data areshown in the chart below. Make two graphsof the data, a distance-time graph and avelocity-time graph. Use your graphs toanswer the questions below.

a. Why is the distance-time graph curved?b. Why is the velocity-time graph a straight

line?c. Use the velocity-time graph to figure out

the rock’s acceleration.

33. Drawing Conclusions What can you con-clude about the forces acting on an objecttraveling in uniform circular motion?

34. Applying Knowledge When you drive, youwill sometimes have to decide in a briefmoment whether to stop for a yellow light.Discuss the variables you must consider inmaking your decision. Use the concepts offorce, acceleration, and velocity in yourdiscussion.

35. Applying Knowledge An instructor sug-gested that a driver stop accelerating whileturning a corner. Using the definition ofacceleration found in this chapter, explainwhy the driver will not be able to comply.

30. Graphing A cyclist was observed ridingfrom her home to a location 500 m away.Her distance was measured at varying times,as indicated below. Graph the data pointsshown in the chart below, and draw thestraight line that best fits the data. Then, useyour graph to answer the questions below.

a. How can you use the graph to find thecyclist’s average speed? What is the valueof her average speed?

b. About how long did it take the cyclist totravel 250 m?

31. Interpreting Graphics Two cars are travelingeastward on a highway, as shown in the leftfigure below. After 5.0 s, the cars are side byside at the next telephone pole, as shown onthe right. The distance between each of thepoles is 70.0 m. Determine the followingquantities:a. the distance the red car has traveled dur-

ing the 5.0 s intervalb. the distance the blue car has traveled

during the 5.0 s intervalc. the average velocity of the red car during

this 5.0 s time intervald. the average velocity of the blue car dur-

ing this 5.0 s time interval

THINKING CR ITIC ALLYTHINKING CR ITIC ALLY

340

R E V I E WC H A P T E R 10

Time Distance

0 s 0 m

8 s 100 m

15 s 200 m

23 s 300 m

30 s 400 m

38 s 500 m

Distance Downward Time traveled speed

0 s 0 m 0 m/s

1 s 5 m 10 m/s

2 s 20 m 20 m/s

3 s 45 m 30 m/s

Building Math Skills

22. a � ��tv� � �

4.155ms/s

� � 0.30 m/s2

23. Velocity at the top of the path is0 m/s.

t � ��av� � �

0 m�

/s1

�

0 m3/0s2

m/s� �

3 s

24. v � �dt� � �

1236.50

hkm

� � 360 km/h

northeast

25. v � �dt� � �

7425

ms� � 1.6 m/s

eastward

26. t � �dv� � �8

5560

kmkm

/h� � 6.6 h

27. a ��5.5 m/s

6�.0

1s4.0 m/s��

��8

6..50

ms

/s� � �1.4 m/s2 eastward

� 1.4 m/s2 westward

28. t � ��av� � �

vf �

avi

� �

�0 m

�

/s0

�

.5013

m./5s2

m/s� � 27 s

Building Graphing Skills

29. Objects a and d are moving withconstant velocity; object b is atrest; object c is moving withconstant acceleration.

30.

a. Find the slope of the line,about 13 m/s.

b. about 19 s


340

31. a. 140 m (red car)b. 70 m (blue car)

c. v � �dt� � �

154.00

ms

� � 28 m/s east

d. v ��750.0

ms

� � 14 m/s east

32. a. The distance traveled in each succeedingtime interval is bigger than the distancetraveled in the preceding time intervalbecause the rock is speeding up. That iswhy the distance vs. time graph is curved.

b. The velocity vs. time graph is a straightline because the rock speeds up by thesame amount in each time interval.

c. 10 m/s2 downward

Thinking Critically

33. An object traveling in uniform circular motionmust be accelerating, so there must be a netforce. The acceleration is centripetal—towardthe center of the circle—so the net force caus-ing the centripetal acceleration must also betoward the center of the circle.

C H A P T E R 10

R E V I EW

10 200Time (s)

Dis

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e (m

)

30 40

500

300

200

100

0

400

36. Working Cooperatively For one day, writedown a brief description of the differentkinds of motions you see. Work with agroup to generate a common list of the dif-ferent kinds of motions observed. What ref-erence points did you use to detect themotion? How did these reference pointshelp you determine motion? Compare your list with those from other groups in your class.

37. Applying Information Visit a local hardwarestore or interview a carpenter to investigatevarious textures of sandpaper. Write a reportdescribing the kinds of surfaces for whichvarious sandpapers are appropriate, andhow they are used. What is a “grit number?”Explain how to choose the best grit numberfor a particular wood surface. Incorporateinformation about friction from this chapter.

38. Connection to Physical Education A trackathlete ran the 50 m dash. She ran 4 m/sduring the first 25 m and 5 m/s during thelast 25 m. What was her average speed?How long did it take her to run the 50 mdash?

39. Creative Thinking What are some of theways that competitive swimmers candecrease the amount of friction or dragbetween themselves and the water they areswimming through? How does each methodwork to decrease friction?

40. Concept Mapping Copy the unfinishedconcept map below onto a sheet of paper.Complete the map by writing the correctword or phrase in the lettered boxes.

Art Credits: Fig. 2, Uhl Studios, Inc.; Fig. 6, Marty Roper/Planet Rep; Fig. 7, Mike Carroll/SteveEdsey & Sons; Fig. 15, Uhl Studios, Inc.; Chapter Review (“Thinking Critically”), Uhl Studios, Inc.

Photo Credits: Chapter Opener image of ski jumper by Mike Powell/Getty Images; scoreboardby Rudi Blaha/AP/Wide World Photos; Fig. 1, SuperStock; Fig. 3(l-r), David Madison/GettyImages/Stone; Alan Levenson/Getty Images/Stone; Index Stock Photography, Inc.; AnnePowell/Index Stock Imagery, Inc.; Michael H. Dunn/Corbis Stock Market; Brian Stablyk/GettyImages/Stone; Fig. 5, Steve Coleman/AP/Wide World Photos; Fig. 7, Sergio Purtell/Foca; Fig. 8,Clive Brunskill/Getty Images; Fig. 9, Wernher Krutein/CORBIS Images/HRW; Fig. 10, RobertoSCHMIDT/AFP PHOTO/CORBIS; Fig. 11, Dennis Curran/Index Stock Imagery, Inc.; Fig. 12, PhilCole/Getty Images; Fig. 13, Sam Dudgeon/HRW; Fig. 16(l-r), SuperStock; SuperStock; ©2004 RonKimball Studios; Fig. 17, Sam Dudgeon/HRW; Fig. 18, Michelle Bridwell/HRW; Fig. 19, Digital Image©2004, PhotoDisc; “Design Your Own Lab,” Sam Dudgeon/HRW

DEVELOPING LI FE/WORK SKILLSDEVELOPING LI FE/WORK SKILLS INTEGR ATING CONCEPTSINTEGR ATING CONCEPTS

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f.

b.

e.d.

g.

a. c.

is calculated as is calculated as is calculated as

divided by

www.scilinks.orgTopic: Graphing Speed, Velocity, AccelerationSciLinks code: HK4066

34. Answers will vary. Some of thevariables include the length oftime the light is yellow, the forcethat can be applied by the brakescompared with the force that canbe applied with the engine, thedistance to the intersection whenthe light turns yellow, and thewidth of the intersection. To stopsuccessfully, the brakes must pro-vide enough force for negativeacceleration to give zero velocitybefore the intersection is entered.To get through the intersectionsafely, the engine must applyenough positive acceleration totravel the distance to the intersec-tion plus the width of the inter-section before the light turns red.

35. The driver will not be able tocomply, because when he/sheturns the corner, he/she will bechanging direction and thus willbe accelerating.

Developing Life/Work Skills

36. Student responses will vary. Intheir descriptions of variousmotions, students should answerat least some of the questionsposed in the student text.

37. Answers will vary.

Integrating Concepts

38. t1 � �dv1

1� � �425

mm/s� � 6.25 s

(rounded to 6 s)

t2 � �dv2

2� � �525

mm/s� � 5 s

ttotal � 6 s � 5 s � 11 s

v � �1150

sm

� � 4.5 m/s

39. Answers will vary but theyshould all involve streamlining(e.g., shaving heads, wearingbathing caps, wearing a helmetsimilar to racing bike helmets)and/or lubrication

40. a. average speedb. average velocityc. accelerationd. distancee. displacementf. change in velocity

g. time


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Transparencies

TT Concept Mapping

Static, Sliding, andRolling Friction

� Procedure

Preparing for Your Experiment1. Which type of friction do you think is the largest

force: static, sliding, or rolling? Which is the smallest?

2. Form a hypothesis by writing a short paragraph thatanswers the question above. Explain your reasoning.

3. Prepare a data table like the one shown at right.SAFETY CAUTION Secure loose clothing and removedangling jewelry. Don’t wear open-toed shoes or san-dals in the lab. Use knives and other sharp instru-ments with extreme care. Never cut objects whileholding them in your hands. Placeobjects on a suitable work surface for cutting.

Collecting Data and Testing the Hypothesis4. Cut a piece of string, and tie it in a loop that fits

inside a textbook. Hook the string to the spring scaleas shown.

5. To measure the static friction between the book andthe table, pull the spring scale very slowly. Graduallyincrease the force with which you pull on the springscale until the book starts to slide across the table.Pull very gently. If you pull too hard, the book willstart lurching, and you will not get accurate results.

6. Practice pulling the book as in step 5 several times.On a smooth trial, note the largest force that appearson the scale before the book starts to move. Recordthis result in your data table as static friction.

7. Repeat step 6 two times, and record the results inyour data table.

8. After the textbook begins to move, you can deter-mine the sliding friction. Start pulling the book as instep 5. Once the book starts to slide, continue apply-ing just enough force to keep the book sliding at aslow, constant speed. Practice this several times. On a smooth trial, note the force that appears on thescale as the book is sliding at a slow, constant speed.Record this force in your data table as sliding friction.

In this experiment, you will investigatethree types of friction—static, sliding,and rolling—to determine which is thelargest force and which is the smallestforce.

> Form ahypothesis to predict which typeof friction force—static, sliding, orrolling—will be greatest and whichwill be smallest.

> Measure the static, sliding, and,rolling friction when pulling a text-book across a table.

> Calculate average values from multi-ple trials.

> Compare results to initial predictions.

scissorsspring scalestringtextbook (covered)wooden or metal rods (4)

USING SCIENTIFIC METHODS

Introduction

Objectives

Materials

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STATIC, SLIDING,AND ROLLING FRICTION

Teacher’s Notes

Time Required 1 lab period

RatingsTEACHER PREPARATION 1

STUDENT SETUP 1

CONCEPT LEVEL 2

CLEANUP 1

Skills Acquired• Collecting data• Experimenting• Inferring• Measuring• Organizing and analyzing data• Predicting

The Scientific MethodIn this lab, students will:• Ask Questions• Test the Hypothesis• Analyze the Results • Draw Conclusions • Communicate Results

MaterialsIf the spring scale is not very sensi-tive, students may record a force ofzero for rolling friction. Encouragestudents to discuss whether this isrealistic and what would be caus-ing them to get such a result. You may want to provide moresensitive spring scales for steps 10 and 11 to avoid this problem.Textbooks should be covered withpaper to provide an even slidingsurface and to protect the bookcovers. Also make sure tabletopsare clean and smooth.

E A S Y H A R D

1 32 4E A S Y

Tips and TricksFor best results, students should keep springscales parallel to the table as they pull. Theyshould also pull as gently and gradually as pos-sible; quick pulls will give incorrect readings.

Your spring scales may or may not showforce in units of newtons. The data table callsfor forces in units of newtons. Students do notlearn about units of force in this chapter. Youmay tell students to leave off units until theystudy force units. The units used are notimportant, as the purpose of the lab is to com-pare the relative values for different types offriction.

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9. Repeat step 8 two times, and record the results in your data table.

10. Place two or three rods under the textbook to act as rollers. Make sure the rodsare evenly spaced. Place another rod in front of the book so that the book willroll onto it. Pull the spring scale slowly so that the book rolls across the rods at aslow, constant speed. Practice this several times, repositioning the rods each time.On a smooth trial, note the force that appears on the scale as the book is movingat a slow, constant speed. Record this force in your data table as rolling friction.

11. Repeat step 10 two times, and record the results in your data table.

� Analysis1. Organizing Data For each type of friction, add the results of the three trials and

divide by three to get an average. Record these averages in your data table.

2. Analyzing Data Which of the three types of friction was the largest force onaverage?

3. Analyzing Data Which of the three types of friction was thesmallest force on average?

� Conclusions4. Evaluating Results Did your answers to Analysis questions

2 and 3 agree with the hypotheses you made before collect-ing data? If not, explain how your results differed from whatyou predicted.

5. Applying Conclusions Imagine that you are an engineer ata construction site. You are planning to drag a heavy load ofbuilding materials on a pallet by using a cable attached to atruck. When will the force exerted by the cable be greatest,before the pallet starts moving or while it is moving? Howcould you reduce the amount of force needed to move thepallet?

6. Evaluating Methods In each trial, the force that you meas-ured was actually the force that you were exerting on thespring scale, which was in turn exerted on the book. Whycould you assume that this was equal to the force of frictionin each case?

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Static Sliding Rolling friction (N) friction (N) friction (N)

Trial 1

Trial 2

Trial 3

Average

Safety CautionsRemind students not to wearjewelry or open-toed shoes in thelab. Jewelry can get caught in thespring scale, and falling books canpose a hazard to unprotected feet.Also remind students to be cau-tious when using scissors.

Answers to Analysis1. Answers will vary based on data.

The correct answers should be theaverages of the three trials foreach of the three types of friction.

2. Answers may vary. Studentsshould find that static friction isthe largest force.

3. Answers may vary. Studentsshould find that rolling friction is the smallest force.

Answers to Conclusions4. Answers will vary based on the

initial predictions and results.Students should explain why theirresults might have differed fromtheir predictions.

5. The force exerted by the cable willbe greatest just before the palletstarts moving. The required forcecould be reduced by puttingwheels or rolling bars under thepallet.

6. Because the book is moving at aconstant speed (or at rest), theforces on the book are balanced.Therefore, the force that thespring scale exerts on the book is equal to the force of friction.

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• Datasheets Skills Practice Lab—Static, Sliding, and Rolling Friction

• Observation Lab Testing ReactionTime

• CBL™ Probeware Lab Determiningthe Coefficients of Static and KineticFriction

GENERAL


CHAPTER10 CHAPTER Motion - PBworks

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