motion and momentum - weebly

Glencoe Science

Chapter Resources

Motion and Momentum

Includes:

Reproducible Student Pages

ASSESSMENT

✔ Chapter Tests

✔ Chapter Review

HANDS-ON ACTIVITIES

✔ Lab Worksheets for each Student Edition Activity

✔ Laboratory Activities

✔ Foldables–Reading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

✔ Directed Reading for Content Mastery

✔ Directed Reading for Content Mastery in Spanish

✔ Reinforcement

✔ Enrichment

✔ Note-taking Worksheets

TRANSPARENCY ACTIVITIES

✔ Section Focus Transparency Activities

✔ Teaching Transparency Activity

✔ Assessment Transparency Activity

Teacher Support and Planning

✔ Content Outline for Teaching

✔ Spanish Resources

✔ Teacher Guide and Answers

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Glencoe Science

Photo CreditsSection Focus Transparency 1: Gjon Mili/TimePix; Section Focus Transparency 2: Guy Sauvage/PhotoResearchers; Section Focus Transparency 3: R. Al Simpson/Visuals Unlimited

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

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

ISBN 0-07-867153-1

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 09 08 07 06 05 04

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Reproducible Student Pages■ Hands-On Activities

MiniLAB: Try at Home Measuring Average Speed . . . . . . . . . . . . . . . . 3MiniLAB: Modeling Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Collisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Design Your Own Car Safety Testing . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Pushing People Around . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: Motion of a Bowling Ball . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

■ Meeting Individual NeedsExtension and Intervention

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

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

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

Motion and Momentum 1

ReproducibleStudent Pages

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2 Motion and Momentum

Hands-OnActivities

Hands-On Activities


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Measuring Average Speed

Analysis1. Calculate your average speed in each case.

2. Predict how long it would take you to walk 100 m slowly, at your normal speed, and quickly.

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Procedure1. Choose two points, such as two doorways, and mark each with a small

piece of masking tape.

2. Measure the distance between the two points.

3. Use a watch, clock, or timer that indicates seconds to time yourself walkingfrom one mark to the other.

Data and Observations

Distance Time (s) Speed (m/s)

Fast

Slow

Varied

Normal



Name Date Class

Modeling AccelerationProcedure 1. Use masking tape to lay a course on the floor. Mark a starting point and

place marks along a straight path at 10 cm, 40 cm, 90 cm, 160 cm, and 250 cm from the start.

2. Clap a steady beat. On the first beat, the person walking the course should beat the starting point. On the second beat, the walker should be on the firstmark, and so on.

Hands-On Activities

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Analysis1. Describe what happens to your speed as you move along the course. Infer what would happen

if the course were extended farther.

2. Repeat step 2, starting at the other end. Are you still accelerating? Explain.


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

1. How many large marbles do you need for this lab? How many small marbles?

2. How will you limit the marble’s range of motion to a straight line?

A collision occurs when a baseball bat hits a baseball, or a tennis racket hitsa tennis ball. What would happen if you hit a baseball with a table-tennispaddle, or a table-tennis ball with a baseball bat? How do the masses ofcolliding objects change the results of collisions?

Real-World QuestionHow does changing the size and number ofmarbles in a collision affect the collision?

Materialssmall marbles (5)large marbles (2)metersticks (2)tape

Goals■ Compare and contrast different collisions.■ Determine how the speeds after a collision

depend on the masses of the colliding objects.

Safety Precautions

Procedure1. Tape the metersticks next to each other,

slightly farther apart than the width of thelarge marbles. This limits the motion of themarbles to nearly a straight line. Recordyour observations in the table in the Dataand Observations section.

2. Place a small target marble in the center ofthe track formed by the metersticks. Placeanother small marble at one end of thetrack. Flick the small marble toward thetarget marble. Describe the collision.

3. Repeat step 2, replacing the two small marbles with the two large marbles.

4. Repeat step 2, replacing the small shootermarble with a large marble.

5. Repeat step 2, replacing the small targetmarble with a large marble.

6. Repeat step 2, replacing the small targetmarble with four small marbles that aretouching.

7. Place two small marbles at opposite ends ofthe metersticks. Shoot the marbles towardeach other and describe the collision.

8. Place two large marbles at opposite ends ofthe metersticks. Shoot the marbles towardeach other and describe the collision.

9. Place a small marble and a large marble atopposite ends of the metersticks. Shoot themarbles toward each other and describethe collision.

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Hands-On Activities

Communicating Your Data

Make a chart showing your results. You might want to make before-and-after sketches,with short arrows to show slow movement and long arrows to show fast movement.

1

2

3

4

5

6

7

8

Marble Shoot Collision

Conclude and Apply1. Describe In which collisions did the shooter marble change direction? How did the mass of

the target marble compare with the shooter marble in these collisions?

2. Explain how momentum was conserved in these collisions.

(continued)


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

1. Which safety symbol is associated with this lab?

2. What should be the topic of your hypothesis?

Imagine that you are a car designer. How can you create an attractive, fastcar that is safe? When a car crashes, the passengers have inertia that cankeep them moving.

Real-World QuestionHow can you protect the passengers fromstops caused by sudden head-on impacts?

Form a HypothesisDevelop a hypothesis about how to design acar to deliver a plastic egg quickly and safelythough a race course and a crash at the end.

Goals■ Construct a fast car.■ Design a safe car that will protect a plastic

egg from the effects of inertia when the carcrashes.

Possible Materialsinsulated foam meat trays or fast food traysinsulated foam cupsstraws, narrow and widestraight pinstapeplastic eggs

Safety Precautions WARNING: Protect your eyes from possibleflying objects.

Test Your Hypothesis

Make a Plan1. Be sure your group has agreed on the

hypothesis statement.2. Sketch the design for your car. List the

materials you will need. Remember that tomake the car move smoothly, narrowstraws will have to fit into the wider straws.

3. As a group, make a detailed list of the stepsyou will take to test your hypothesis.

4. Gather the materials you will need to carryout your experiment.

Follow Your Plan1. Make sure your teacher approves your plan

before you start. Include any changes suggested by your teacher in your plans.

2. Carry out the experiment as planned.3. Record any observation that you made

while doing your experiment. Include sug-gestions for improving your design.

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Design Your Own

Car Safety Testing



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Analyze Your Data 1. Compare your car design to the designs of the other groups. What made the fastest car fast?

What slowed the slowest car?

2. Compare your car’s safety features to those of the other cars. What protected the eggs the best?How could you improve the unsuccessful designs?

3. Predict What effect would decreasing the speed of your car have on the safety of the egg?

Conclude and Apply1. Summarize How did the best design protect the egg?

2. Apply If you were designing cars, what could you do to better protect passengers from suddenstops?

Hands-On Activities

Communicating Your Data

Write a descriptive paragraph about ways a car could be designed to protect its passen-gers effectively. Include a sketch of your ideas.

(continued)


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Pushing People Around

When we push something, we unconsciously compensate for how much it weighs. We knowthat if an object is heavy it will require more force to get it moving and if it is light it will requireless force. But how much difference is there? In this experiment, we will see what variables affectacceleration.

StrategyYou will see what happens when you use a constant force to pull a skater.You will examine the relationship between force, acceleration, and mass.

Materialstapemeterstickroller skatesskating safety equipment (helmet, pads)spring balancestopwatch

Procedure1. Mark positions on the floor at intervals of

0 m, 5 m, 10 m, and 15 m with the tape.The floor should be smooth, straight, andlevel.

2. Have one student stand on the 0-m markwith the skates on. A second student standsbehind the mark and holds the skater. Theskater holds the spring balance by its hook.

3. The third student holds the other end ofthe spring balance and exerts a constantpulling force on the skater. When the skateris released, the puller must maintain a constant force throughout the distance.

Measure the time to reach each of themarks. Record this in Table 1 in the Dataand Observations section along with thespring balance readings at each mark.

4. Repeat steps 2 and 3 with skaters who havedifferent masses. Keep the force the same.Make sure the skaters hold their skates parallel and do not try to change directionduring the trial.

5. Repeat steps 2, 3, and 4 with a differentconstant force. Use the same three skaters.Record these results in Table 2 in the Dataand Observations section.

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Laboratory Activity 1 (continued)

Name Date Class


Table 1

Table 2

Hands-On Activities

Roller Skater Distance, Trial 1

Trial Distance (m) Force (N) Time (s)

5

1 10

15

5

2 10

15

5

3 10

15

Roller Skater Distance, Trial 2

Trial Distance (m) Force (N) Time (s)

5

1 10

15

5

2 10

15

5

3 10

15


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Questions and Conclusions1. Until the time of Galileo and Newton, people believed that a constant force was required to

produce a constant speed. Do your observations confirm or reject this notion?

2. What happens to the speed as you proceed farther along the measured distance?

3. What happens to the rate of increase in speed—the acceleration—as you proceed farther alongthe measured distance?

4. When the force is the same, how does the acceleration depend upon the mass?

5. When the mass of the skater is the same, how does the acceleration depend upon the force?

6. Suppose a 4 N force is applied to the skater and no movement results. How can this beexplained?

Strategy Check

Can you pull someone with a constant force?

Can you explain the relationship between force, mass, and acceleration?Ha

nds-

On A

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Motion of a Bowling Ball

It takes time to walk somewhere. Sometimes you move quickly, while othertimes you move slowly. Other objects might show variation in their movementas well. In this lab, you will graph the movement of a bowling ball and considerhow its motion relates to other kinds of motion.

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

Materialsbowling ballstopwatches (5–10)large pillow

Procedure1. Line up with other students at equally spaced distances of 1 m.2. At the far end of the hall, set up the pillow or other large, soft object. This

will prevent the ball from rolling too far.3. Start your stopwatch when the ball is rolled slowly.4. When the ball passes you, stop your stopwatch. As the ball passes the other

students, they will do the same.5. Record all of your times in Table 1.6. Clear your stopwatch to prepare for another trial. This time, roll the ball

faster.7. Record your times in Table 2.8. Graph the data for both tables, putting the data from Table 1 into Graph 1,

and the data from Table 2 into Graph 2. Place the distance on the verticalaxis, and the time on the horizontal axis.

LaboratoryActivity22

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Data and Observations Graph 1

Table 1

Hands-On Activities

Table 2 Graph 2

Trial 1

Distance Time

0 m

1 m

2 m

3 m

4 m

5 m

Trial 2

Distance Time

0 m

1 m

2 m

3 m

4 m

5 m

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

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


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

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

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

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

7. How are distance and displacement related?

Strategy Check

Can you graph the speed of an object in motion?

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.Motion and Momentum

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

speed

average speed

instantaneous speed

velocity

acceleration

mass

inertia

momentum

law of conservation of momentum

Name Date Class

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Meeting IndividualNeeds

Meeting Individual Needs


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Directions: Complete the concept map using the terms in the list below.

meters per second momentum kilograms velocity

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Directed Reading for

Content Mastery

OverviewMotion and Momentum

Directions: Write the letters of the words or phrases that correctly answer the following questions.

5. Which of the following are objects in motion?

a. rose bush c. both a and bb. puddle of water d. neither a or b

6. When something is in motion it is changing ______.

a. location c. both a and bb. mass d. neither a or b

Directions: Answer the following questions on the lines provided.7. What is happening to an object when it has a negative acceleration?

8. If a moving object speeds up, in what direction is the acceleration?

and

which is measured in which is indicated by

is the productof an object’s

mass

1.

2.

3. 4.


Name Date Class


Section 1 ■ What is motion?Section 2 ■ Acceleration

Directions: Circle the term that correctly completes the sentence.

1. A golfball’s acceleration is +3 m/s2. The ball is (speeding up, slowing down.)

2. An object’s (speed, displacement) represents its distance and direction from its

starting point.

3. A student walks 10 m in 2 s. Her average speed is (20 m/s, 5 m/s).

4. A plane moving at a rate of 400 km/h west has a different (velocity, speed) than a plane moving 400 km/h northwest.

5. During positive acceleration, an object’s final speed is (greater, less) than its initial speed.

6. To calculate acceleration, first subtract the initial speed from the final speed.

Then divide this difference by the (distance moved, time period).

Directions: The graph describes the movement of a car. Match the letters in the graph to the sentences below.

7. The car moves at a constant speed.

8. The car sits motionless at a stoplight.

9. The car undergoes negative acceleration as it approaches a stoplight.

10. The car undergoes positive acceleration as it moves away from a stoplight.

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Content Mastery


Velo

city

(km

/hr)

Time (minutes)

10

20

30

40

50

60

70

80

90

10 2 3 4 5 6 7

A

C

D

B


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Directions: Replace each italicized word in the statements below with the correct term.

1. The more velocity an object has the harder it is to slowit down, speed it up, or turn it.

2. Objects with more mass have less inertia.

3. The weight of an object is the amount of matter in anobject.

4. The SI unit for mass is the gram.

5. The tendency of an object to resist change in itsmotion is called speed.

6. The more mass an object has, the harder it is tochange its acceleration.

7. Velocity and momentum are defined the same for allobjects, regardless of their mass.

8. The inertia of an object is a measure of how hard it isto stop an object.

Directions: Answer the following questions on the lines provided.9. State the law of the conservation of momentum.

10. What can the law of conservation of momentum predict?

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Content Mastery

Section 3 ■ Momentum


Name Date Class


Key TermsMotion and Momentum

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

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Content Mastery


1

5

6

4

3

7 8

2

Across

2. A measure of how hard it is to stop an object

4. Distance traveled divided by the time taken to travel the distance

5. Amount of matter in an object

6. Change in velocity divided by the time it takes for the change to occur

7. Speed and direction of motion of an object

Down

1. Speed of an object at one instant of time is the object’s ______ speed

3. Total distance divided by the time taken is an object’s ______ speed

8. Tendency of an object to resist change in its motion


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Nombre Fecha Clase

Momento y movimiento 23

Instrucciones: Completa el mapa de conceptos con los siguientes términos.

metros por segundo momento kilogramos velocidad

Lectura dirigida para

Dominio del contenidio

SinopsisMomento y movimiento

Instrucciones: Escribe las letras de las palabras o frases que contestan mejor cada una de las preguntas siguientes.

5. ¿Cuáles de los siguientes son cuerpos en movimiento?

a. rosal c. tanto a como bb. charco d. ni a ni b

6. Cuando algo se mueve está cambiando su ______.

a. localización c. tanto a como bb. masa d. ni a ni b

Instrucciones: Contesta las preguntas en los espacios dados.

7. ¿Qué le está sucediendo a un cuerpo cuando tiene aceleración negativa?

8. Si un cuerpo en movimiento comienza a acelerar, ¿en qué dirección ocurre laaceleración?

y

de un objetoque se mide en

de un objetoque se indica en

es el producto del (de la)

masa

1.

2.

3. 4.

Satis

face

las n

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idad

es in

divi

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Nombre Fecha Clase

24 Momento y movimiento

Sección 1 ■ ¿Qué es el movimiento?Sección 2 ■ Aceleración

Instrucciones: Encierra en un círculo el término que completa correctamente cada oración.

1. La aceleración de una pelota de golf es +3 m/s2. La pelota está (acelerando,desacelerando).

2. El(La) (rapidez, desplazamiento) de un cuerpo representa la distancia y direccióndesde su punto de salida.

3. Un alumno camina 10 m en 2 s. Su rapidez promedio es (20 m/s, 5 m/s).

4. Un avión que viaja a una tasa de 400 km/h hacia el oeste tiene una (velocidad,rapidez) diferente de la de un avión que viaja a 400 km/h hacia el noroeste.

5. Durante la aceleración positiva, la rapidez final de un cuerpo es (más grande,menor) que su rapidez inicial.

6. Para calcular la aceleración, divide primero la rapidez inicial entre la rapidezfinal. Luego divide esta diferencia entre la(el) (distancia recorrida, período detiempo).

Instrucciones: La gráfica describe el movimiento de un auto. Forma parejas entre las letras de la gráfica y lasoraciones.

7. El auto se mueve a una rapidez constante.

8. El auto está detenido ante un semáforo.

9. El auto experimenta aceleración negativa al llegar al semáforo.

10. El auto experimenta aceleración positiva al alejarse del semáforo.

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Rapi

dez

(km

/hr)

Tiempo (minutos)

10

20

30

40

50

60

70

80

90

10 2 3 4 5 6 7

A

C

D

B

Satisface las necesidades individuales


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Nombre Fecha Clase

Momento y movimiento 25

Instrucciones: Reemplaza cada palabra en bastardilla con el término correcto. Escribe cada término en losespacios a la izquierda.

1. Entre más velocidad tenga un cuerpo, más difícil leserá ir más despacio, ir más rápido o dar vuelta.

2. Los cuerpos que tienen más masa tienen menos iner-cia.

3. El peso de un cuerpo es la cantidad de materia delcuerpo.

4. La unidad SI para la masa es el gramo.

5. La tendencia de un cuerpo a resistir cambios en sumovimiento se llama rapidez.

6. Entre más masa tenga un cuerpo, más difícil le serácambiar su aceleración.

7. La velocidad y el momento se definen de igual formapara todos los cuerpos, sin importar su masa.

8. La inercia de un cuerpo es la medida de la dificultadque presenta para detenerlo.

Instrucciones: Contesta las siguientes preguntas en los espacios dados.9. Enuncia la ley de conservación del momento.

10. ¿Qué puede predecir la ley de conservación del momento?



Sección 3 ■ Momento

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Nombre Fecha Clase

26 Momento y movimiento

Términos clavesMovimiento y momento

Instrucciones: Usa las pistas para completar el siguiente crucigrama.

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Horizontales

3. Cambio en la velocidad dividido por el tiempo que toma para que ocurra el cambio

6. La rapidez de un cuerpo en un instante de tiempo es su rapidez ______.

7. La distancia total dividida entre el tiempo que tomó recorrerla es la rapidez______ del cuerpo.

8. Rapidez y dirección del movimiento de un cuerpo

Verticales

1. Cantidad de materia en un cuerpo

3. Medida de la dificultad para detener un cuerpo

4. Distancia viajada dividida entre el tiempo que tomó recorrerla

5. Tendencia de un cuerpo a resistir cambios en su movimientoSatisface las necesidades individuales

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Directions: Answer the following questions on the lines provided.

1. How do you define motion?

2. When you are in bed asleep, are you in motion? Explain.

3. Explain the difference between distance and displacement.

Directions: In the figure below, you travel from home at A, to the park at B, to the store at C, to a friend’s houseat D. Study the map and answer questions 4 through 8.

What is motion?

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4. What distance did you travel?

5. When you were at your friend’s house at D, what was your displacement?6. If you leave home at 1:00 and get to your friend’s house at 5:00, what was your average speed?

7. If you travel from your house at A to the park at B in 0.5 h, what is your velocity?

8. Explain why the speed in question 6 didn’t equal your velocity in question 7.

Directions: Answer the following question on the line provided.9. What does a horizontal line mean on a speed-time graph?



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Acceleration

Directions: In the space provided, substitute a word for the word in italics to make the statement correct.

1. Velocity is a change in an object’s motion.

2. Acceleration is the rate of change of velocity with distance.

3. When an object slows down, it has no acceleration.

Directions: Answer the following questions on the lines provided.4. A merry-go-round horse travels at a constant speed. Is it accelerating? Explain.

5. What is the unit for speed? For acceleration?

6. If an object has an acceleration of –3 m/s2, describe its motion.

Directions: Study the velocity-time graph for an object in motion. Then answer the following questions.

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5

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5O 10 15 20 25 30 35 40 45 50

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7. In what interval does the object have the fastest acceleration?

8. Over what interval(s) does the object have a negative acceleration?

9. Over what interval is the object stopped?


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Directions: In question 1, below, a code letter has been substituted for every letter of the alphabet. To find outwhat the sentence says, use the following key to decode it. In the key, the code letters are shown directly belowthe letters they stand for. Write the correct letter above each code letter, then read the sentence.

A B C D E F G H I J K L M N O P Q R S T U V W X Y ZL V Y Q G Z M O B P F S R J D T E N I H X C K M A U

1. _______ __________ ______________ ____ _____________ ________H O G H D H L S R D R G J H X R D Z D V P G Y H I H O L H

_____________ ________ ________ __________ _______ _____ __________Y D S S B Q G K B H O G L Y O D H O G N Q D G I J D H Y O L J M G

2. What is the law that is stated above?

Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.

3. A feather floating in the air has (more, less, the same) momentum as a bowling ball on a shelf.

4. The momentum of an object depends on its mass and (velocity, acceleration, inertia).

5. The tendency for an object to resist change in its motion, is its (momentum, inertia, weight).

6. We say that momentum is conserved, yet objects slow down after collisions. This is because of

(inertia, friction, mass).

Directions: Answer the following questions on the lines provided.7. A 500 g model train car traveling at 0.8 m/s collides with a 300 g stationary car. The cars hook

up and move off down the track together. How fast are they going?

8. Which has a greater momentum, a car or a bike moving at the same speed?

9. What happens when two objects with the same mass collide?

Momentum

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Rolling with a Coaster

Millions of people enjoy roller coasters. Atypical ride on a roller coaster features sharpunexpected turns and a weightless sensationas it descends suddenly. For the engineers thatdesign them, the challenge has been to createsteeper hills, sharper turns, and faster speeds,while ensuring safety for all riders.

Gravity vs. MagnetsThe “traditional” roller coaster would leave

the boarding ramp and usually proceed up alarge steep hill. The plunge down the other sideof the hill provided not only one of the biggestthrills, but also the speed required to propel thecoaster around the track. Many coaster designers now use a series of electromagnets togenerate much greater speeds. With precise timing these magnets first attract and then repelthe cars to increase their speed. Among the advantages of using magnets are less noise fromthe rattle of a chain as it pulls a train to the topof the hill, flexible placement: magnets can beplaced anywhere on the track to increase ordecrease speed, better speed: coasters with magnets are capable of changing speed from 0to 129 km/h in about 2 s, and exceeding 160km/h at some points. Relying only on gravitywill not duplicate this speed performance.

Changes in VelocityEven though speed will always be an essential

part of the coaster experience, some people prefer the sharp turns that appear unexpectedly.In any turn, the speed and the velocity of thevehicle is changed. Advances in engineeringhave allowed the construction of tighter turns.These tighter turns create more friction toreduce the speed as the velocity changes . As acoaster car enters a turn it usually has a greatdeal of velocity. A person in the car has thesame velocity. Both the car’s velocity and theperson’s velocity change suddenly in a turn. Theforces that change the velocity can exceed theforce of gravity, providing the sensation ofbeing smashed into the seat.

Thrill Ride DangersSome coasters generate more force on a

human body than astronauts experience whenthe Space Shuttle blasts off. This can be danger-ous as people may experience reduced visionand even loss of consciousness. Engineers mustavoid designing a thrill ride that exceeds thecapabilities of the human body. With advancesin technology, we could build much faster,sharper turning coasters, but they would createtoo many dangers for the riders.

1. On a traditional, or old-fashioned, roller coaster, how was the speed generated?

2. How do modern coasters generate speed?

3. Describe the changes that occur in the speed and velocity during a sharp curve.

4. The technology exists to make extremely sharp turns at high speeds. Why don’t engineers maketurns as fast and as sharp as they can?

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Downward Bound

1. What is the term to describe a car increasing in speed?

2. Why does a person riding a bike down a steep hill accelerate faster than on a gradual hill?

3. Explain why a skydiver’s speed won’t continue to increase until his or her parachute opens?

4. Describe two ways a person may increase the free fall speed to greater than 225 km/h.

5. Why must the straps on a parachute be especially strong?

People love fast rides. Whether it is ridingbikes or wagons down a hill, or skiing down asteep slope, we all love the thrill of speed.Regardless of the activity, the one thing thatall these activities rely on is acceleration dueto gravity. The steeper the hill or slope, themore the speed will change as you descend.The most extreme example of gravitationalacceleration is when it is acting to pull a body straight down, like when someone isparachuting.

Rapid AccelerationWhen skydivers jump out of an airplane, they

experience rapid acceleration. After about 12 sof this acceleration, they will reach a velocity ofbetween 160 km/h and 225 km/h. A bicycle ridedown a big hill will reach a top speed with nomore acceleration. The skydiver also reaches atop speed called terminal velocity that is influ-enced by the air resisting the falling body. Theskydiver will continue at this velocity forapproximately 60 s, until the parachute opensand reduces the speed to about 32 km/h.

For most people, falling at 160 km/h isplenty fast, but there are some people who tryto fall faster. Most people change their bodyprofile to reduce wind resistance. This canallow people to travel at more than 483 km/h.

There has been at least one case of a personfalling at over 965 km/h. He jumped at an altitude of over 30,480 m. There were less airparticles to resist a body’s fall at this altitude,and his velocity increased faster than a normaljumper’s.

Training RequiredJust like a person needs to learn how to ride

a bike or to drive a car, a parachutist needs tolearn how to parachute. There are severaltypes of jumps that each require different levels of training. A tandem jump, where youare strapped to the instructor requires theleast amount of training. In contrast, free fall,where the student is accompanied by aninstructor, requires several hours of on theground training. Regardless of what type ofjump, students generally fall for up to 70 sbefore a parachute deploys, or opens.

The rapid change in velocity after the parachute opens can cause strain on the strapsof the parachute. For example a 100 kg personchanging from 193 km/h to 32 km/h in 5 s is an acceleration of –160 km/h or about –44 m/s/s. The straps must be able to withstanda force of 100 kg ✕ –44 m/s2 or –4400 newtons.This force would be about 4.5 times the weightof the parachutist.

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“A Momentous Problem”

Most of us have been outside during a heavyrainstorm. Large drops of water fall hundredsof meters from the sky and strike Earth. Eventhough raindrops form hundreds of meters inthe air and fall to the ground, they don’t injurepeople or damage buildings or other structuresbecause they have very little momentum. Ifheavier objects were to fall from such heights itwould be a very dangerous situation. The combination of large mass and high velocitygives an object a lot of momentum.

Momentum in the Everyday WorldThe concept of momentum has countless

applications in the practical world. One everyday example is automobiles. We all knowthat cars come in many sizes. People drive atdifferent speeds in a variety of conditions. Thesetwo factors contribute to a car’s momentum.The momentum of a vehicle is directly relatedto how quickly it can stop. Small cars, with asingle driver, don’t have as much weight,therefore they have less momentum, and canstop quickly, in a short distance. Large vehiclescarrying a heavy load have greater momentumand require a longer distance to slow down.

Trains have much more momentum thanautomobiles do. Many freight trains weighthousands of tons, if not more. To slow thesetrains requires not meters, but kilometers.This is one reason train accidents occur. Ifthere is an unexpected obstacle on the tracks,by the time the object is seen there is notenough time to stop, even at slow speeds.

Even a large truck has much less momentumthan a small train and requires much lessstopping distance.

Technology and MomentumBecause some people do not know how to

properly adjust their stopping distancedepending on the speed and weight of theirvehicle, new products exist to better estimatestopping distance. On some trains, a computerconstantly evaluates speed, load size, and thetrack ahead to adjust the engine speed accordingly. Similarly, some tractor-trailertrucks are equipped with radar to “look” aheadof the vehicle and reduce speed if objects aretoo close. This radar system has reduced thenumber rear end accidents by over 35%. Thisradar system may also be available for cars inthe near future. These new products may noteliminate accidents completely, but they aredefinitely minimizing human error.

Technology continually provides us withways to overcome “human error.”Understanding how your vehicle behaves andhow long it takes to stop is acquired withexperience. Even with experience though, weare, after all, still human, and sometimes havepoor judgment. The use of computers to calculate stopping distance, based on speed,weight, and momentum, will eliminate somecollisions. Whether you drive a car, heavytruck, or a train, being able to control itsmomentum is part of being a safe driver.

1. Momentum is determined by what two factors?

2. How is momentum of an object related to stopping distance?

3. Explain why computers are used to help vehicles stop.

4. Why is a railroad crossing dangerous for car drivers?

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Section 1 What is motion?

A. All matter is constantly in ________________.

B. Motion involves a ________________ in position.

1. An object changes position relative to a ___________________ point.

2. __________________ is the total length of the route an object travels when it moves.

3. ______________________ includes distance and direction of the stopping point from the

starting point.

C. Distance traveled divided by the time taken to travel the distance is called _______________.

1. The formula for _______________ can be written as: speed = distance/time.

2. The units of speed are units of distance divided by units of time; in SI units, speed is given

as ___________________________ (m/s).

3. An object in motion can change ________________ many times as it moves from one

point to another, speeding up or slowing down.

a. _______________________ is the total distance traveled divided by total time taken.

b. An object’s speed at a particular moment in time is

called _____________________________.

c. __________________ speed occurs when an object travels at a steady rate with the same

instantaneous speed for some period of time.

D. Motion can be _________________ on a distance-time graph with time plotted on the

horizontal axis and distance plotted on the vertical axis.

1. The steeper the line on a distance-time graph, the greater the _______________.

2. A horizontal line on a distance-time graph indicates that no change in

__________________ is occurring, and the speed is ______________.

E. __________________—speed of an object and its direction of motion; velocity changes if

either, or both, of these changes.

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Motion and Momentum



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Section 2 Acceleration

A. ______________________—change in velocity divided by the time for the change to occur; itcan include an object’s speeding up, slowing down, and/or changing direction.

B. Acceleration can be ____________________ if you know how an object’s velocity has changedduring a given time period.

1. The formula for calculating ______________________ is: acceleration = final speed – initial speed/time or a = (s f – s i)/t.

a. The unit of acceleration is distance divided by time squared; in SI units, acceleration is

given as ___________________________________ (m/s2).

b. Acceleration is __________________ when an object speeds up and

__________________ when an object slows down.

2. Accelerated motion can be _________________ with speed on the vertical axis and time onthe horizontal axis.

a. An object that is speeding up will have a line on a speed-time graph that

slopes ________________.

b. An object that is slowing down will have a line on a speed-time graph that

slopes __________________.

c. A horizontal line would indicate acceleration of ______________, or constant speed.

Section 3 Momentum

A. The amount of matter in an object is its mass; _________________ is the tendency of anobject to resist a change in its motion.

B. __________________—measure of how hard it is to stop an object; calculated as mass timesvelocity

1. With __________________ expressed as p, the equation can be written as: p = mv.

2. Momentum ____________________if the mass or velocity of the object increases.

3. Momentum has direction that is the same direction as its velocity.M

eeting Individual Needs

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C. __________________________________________ the total momentum of objects that collide with each other does not change.

1. There are ______________ ways collisions can occur.

a. In one type, objects stick together and ______________ still stuck together, althoughpossibly at different speeds.

b. In another type, two objects bounce off each other when they collide, and may transfer______________________ from one to the other.

2. In both cases, the _______________ momentum of the objects that collide is the samebefore and after the collision.

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Assessment

Assessment


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Chapter Review

Motion and Momentum

Part A. Vocabulary ReviewDirections: Write the terms that are defined below on the lines provided.1. When objects collide, the total initial momentum equals the total final momentum.

2. the tendency of an object to resist change in its motion

3 the rate of change of velocity

4. the distance traveled divided by the time it takes to travel that specific distance

5. a measure of how hard it is to stop an object

6. speed plus direction

7. the amount of matter in an object

8. speed of an object at one instant of time

Part B. Concept ReviewDirections: Circle the terms that best complete the following statements.

1. The momentum of a falling leaf is (greater than, less than, equal to) the momentum of a fallingpinecone.

2. Two objects each have a mass of 70 kg. Their momentum is (equal, changing, unknown).

3. When two pool balls collide and move away from each other, they eventually stop. This is

because of (momentum, friction, inertia).

4. A 50 kg object moves with a velocity of 10 m/s. Its momentum is (500 m/s2, 5 kg m/s, 500 kg m/s).As

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Chapter Review (continued)


Directions: The distance-time graph below describes the motion of an object. Use it to answer questions 5through 8.

Assessment

Dist

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Time (s)

2

4

6

8

2 4 6 8 10 12 14

A

C D

E

B

5. Over which interval is the velocity greatest?

6. Over which intervals(s) is the velocity zero?

7. Over which interval(s) is the object accelerating?

8. What is the average velocity in m/s from A to B?

Directions: Use the spaces below to calculate the answers to the following questions.9. The velocity of an object goes from 4 m/s to 12 m/s in 4 s. What is its acceleration?

10. A 600 g toy car moving at 3 m/s collides and hooks up with a 900 g toy car at rest and theymove off together. What is their final velocity?


Transparency Activities


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Section FocusTransparency Activity11


This is a photo of the artist Pablo Picasso. While he often workedwith paints, here he is creating an image with a flashlight. The photograph recorded the path of the flashlight as he moved itthrough the air.

Air Canvas

1. What creature did Picasso draw with his flashlight?

2. Can you see where the light started? Estimate the distancebetween the starting point and the end point.

3. Is the distance between the starting point and the end pointgreater than, equal to, or less than the overall distance traveled bythe light?


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Very experienced skydivers can work together to make different formations as they free-fall. Called relative work, these formationsrequire the skydivers to carefully control their movements while falling.

Nothing but Air!

1. What happens when a skydiver jumps out of a plane? How doesthe jumper’s motion change?

2. When the parachute opens, how does the skydiver’s motionchange?

3. How is a skydiver’s speed changing before the parachute opens?After the parachute opens?


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A fast-moving, heavily loaded train is difficult to stop. Increasingits velocity or mass will make it even harder to slow down. Thegreater the velocity and amount of matter in an object, the harder it is to bring it to rest.

Massive and Moving

1. Compare stopping a train that is moving 40 kilometers per hourwith stopping a car that is moving 40 kilometers per hour.

2. How would halving the number of cars pulled by the train affectthe train’s ability to stop?

3. Which could speed up more quickly: an empty coal train, or thesame train fully loaded?


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Teaching TransparencyActivity22 Distance-Time Graph

Speed-Time Graph

2.0

1.0

1.0 1.50.50Time (s)

Student A

Distance v. Time

Student B

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Dis

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Teaching Transparency Activity (continued)

1. From the velocity-time graph, how can you tell when an object’s speed is increasing?

2. How long did it take Student A to travel 1.5 m?

3. How far did Student B travel in 2 s?

4. What is the formula for finding speed?

5. What is Student A’s speed?

6. Using the speed-time graph, how much did the object’s speed change between two and fourseconds?



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AssessmentTransparency Activity

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

Motion and Momentum

1. A girl is playing outside when she notices a storm is approaching.If all other factors are equal, the girl would most likely ___.A hear thunder first, then see lightningB see lightning first, then hear thunderC hear thunder and see lightning at the same timeD see lightning and thunder twenty minutes apart

2. The fastest human is recorded as having a running speed of about11 m/s. According to this information, which of the following isslower than the runner?F Aortic bloodG SoundH CheetahJ Light

3. Which factor would have the LEAST effect on measuring thesespeeds?A The distance measuredB The time measuredC The time of dayD The speed formula used

Subject

Aortic blood

Sound

Cheetah

Light

0.3

331 .

28

300,000,000

Speed (m/s)


motion and momentum - weebly

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