Constant Speed vs. Constant Acceleration

102 Pages·2015·8.14 MB·English

by  David Nash

Table of Contents

COURSE SYLLABUS & POLICIES ...................................................................................................1
KINEMATICS .......................................................................................................................................5
Kinematics Assignment Sheet ..................................................................................................... 6-7
Graphing Fundamentals with a TI Calculator ..............................................................................8
Constant Speed vs. Constant Acceleration ...................................................................................10
Acceleration Due to Gravity .........................................................................................................15
Vector Field Trip ...........................................................................................................................20
Projectile Motion ...........................................................................................................................22
Projectile Motion at an Angle .......................................................................................................24
Kinematics Review Sheet ........................................................................................................ 25-27
DYNAMICS .........................................................................................................................................35
Dynamics Assignment Sheet ..................................................................................................... 36-7
Gravitation Practice Problems ......................................................................................................38
Newton’s Second Law ...................................................................................................................39
Newton’s Second Law - Revisited .................................................................................................43
Free Body Diagrams .....................................................................................................................46
Hooke’s Law ..................................................................................................................................48
Friction And The Graphing Calculator .......................................................................................51
Torque and Static Equilibrium .....................................................................................................56
Centripetal Force ..........................................................................................................................58
Dynamics Review Sheet .......................................................................................................... 60-61
ENERGY, MOMENTUM, AND RELATIVITY ................................................................................68
Energy And Momentum Assignment Sheet ........................................................................... 69-70
Personal Power .............................................................................................................................71
Work and Energy ..........................................................................................................................73
Conservation of Energy ................................................................................................................77
Conservation of Momentum .........................................................................................................80
Model Rockets ...............................................................................................................................84
Energy, Momentum, and Relativity Review Sheet .......................................................................87
Mousetrap Racecar Project ..........................................................................................................89
APPENDIX A: UNIT CONVERSIONS ............................................................................................97
APPENDIX B: USEFUL INFORMATION ......................................................................................99
APPENDIX C: SECOND SEMESTER EQUATIONS ...................................................................100
Course Syllabus &

Hello! Welcome to physics! This year you will be introduced to the greatest of all the sciences, the
foundation upon which all other sciences are built. You will learn about some of the most influential and
significant ideas developed by humankind, empowering you to have a much better understanding of the
physical universe. In fact, a famous physicist named Ernest Rutherford once said “All science is either
physics or stamp collecting.” Regardless of natural talents in the sciences, or your penchant for art, or
literature, or something else, you will be expected to acquire fundamental knowledge and genuine
fondness of physics.

SYLLABUS

Fall Semester Spring Semester

1. Optics 4. Kinematics
A. Reflection & Mirrors A. Motion in One Dimension
B. Refraction & Lenses B. Motion in Two Dimensions
C. Optical Phenomena C. Relative Motion (Honors)
D. Human Vision
5. Dynamics
2. Waves A. Newton’s Law of Motion
A. Wave Properties B. Torque and Rotation
B. Sound C. Circular Motion
C. Diffraction & Interference D. Gravitation
D. Wave Phenomena
6. Energy, Momentum, and Relativity
3. Electricity A. Work and Energy
A. Static Electricity B. Impulse and Momentum
B. Current Electricity C. Conservation Laws
C. Electrical Circuits D. Special and General Relativity

PHYSICS LAB BOOK & OTHER MATERIALS
Every day you will need to bring:
• Your lab manual…this is a must…please make it a priority…it doesn’t weigh that much!
• A calculator with trigonometric functions (preferably a TI-84, or a low-cost TI-36)
• On quiz days it is recommended that you bring your textbook for homework review

GRADING
Grading is based on total accumulated points
within weighted categories. The categories The grading scale is shown below
and percentages are as follows: A+ 97% C+ 77%
• Laboratory (25%) A 93% C 73%
• Homework (15%) A- 90% C- 70%
• Quizzes (20%) B+ 87% D+ 67%
• Midterm Exams (20%) B 83% D 63%
• Final Exam (20%) B- 80% D- 60%
F (0 credits) under 60%

Note: grades are NOT rounded up. For example, 89.5% is NOT rounded to an A-
1
HOMEWORK, QUIZZES, AND UNIT EXAMS
HOMEWORK is due weekly, usually on Tuesdays, from every student for the first unit. After that,
homework will be collected based on the grade leading into the next unit of study (about 6 weeks).
Students with a B (or lower) at the start of a new unit are required to turn in homework each week
for the entire unit. Students with a B+ (or higher) may opt to turn in homework each week, but are
not required to. After each unit this policy is repeated. In Honors Physics, this cutoff grade is an A–.

Homework problems will not be reviewed each day, following each assignment. Some of the
problems will be addressed each week, and additional review will occur the day of a quiz. However,
there will be a homework solution binder available in class to check your work at any time.

10% penalty per day for late homework. Do not make late homework a habit!

QUIZZES are a way to check to see if you have done your homework, including textbook reading
and problem solving, as well as lab analysis and questions. Typically there are about 4-5 multiple-
choice problems and 2-3 computational problems to solve, showing all work for credit. Quizzes will
be given every other week and will cover all work from the previous two weeks, and may include
questions related to older topics.

MIDTERM EXAMS will occur at the end of each unit. The last unit of study in the semester will be
covered in a cumulative final exam, not a separate midterm exam. A review sheet will be provided
before each midterm exam. The review sheets are optional, but highly recommended.

All quizzes, midterm exams, and the final exam will be closed notebook, except for equation sheets.

TARDIES AND UNEXCUSED ABSENCES
Tardies and unexcused absences are very disrupting to the class and to a student’s learning. A tardy
is unexcused unless you bring a signed note from the Redwood staff member who caused the tardy.

Please make an effort to be on time and eliminate absences of any kind. Ask your parents to NOT
plan vacation time on school days. Also, college visits should be scheduled around a staff
development day so that students avoid absences.

Poor attendance will result in grade reduction for the semester grade according to the attendance
chart below.

UNEXCUSED ABSENCES
0 1 2 3 4 5
0 0 0 -1/3 -2/3 -1 -1*
1 0 0 -1/3 -2/3 -1 -1*
2 0 0 -1/3 -2/3 -1 -1*
3 0 -1/3 -2/3 -2/3 -1 -1*
S 4 0 -1/3 -2/3 -2/3 -1 -1*
E
I 5 0 -1/3 -2/3 -2/3 -1 -1*
D
R 6 -1/3 -2/3 -2/3 -2/3 -1 -1*
A
T 7 -1/3 -2/3 -2/3 -2/3 -1 -1*
8 -1/3 -2/3 -2/3 -2/3 -1 -1*
9 -2/3 -2/3 -2/3 -2/3 -1 -1*
10 -2/3 -2/3 -2/3 -2/3 -1 -1*
11 -2/3 -2/3 -2/3 -2/3 -1 -1*
12 -1 -1 -1 -1 -1 -1*

* District policy: 5 unexcused absences will also result in loss of 1 credit
2
MAKE UP FOR ABSENCES
LABS: If you miss a lab, you must make it up at lunch, after school, or during office hours, but no
later than SMART period the following week. You cannot just get data from a friend, and expect to
get credit for the lab. In fact, you need to bring a friend in with you so that you have a lab partner to
help explain the procedure and use the equipment to collect data. When the lab is completed, it is
your responsibility to show me the results in order to receive a grade.

QUIZZES: If you miss a quiz your only opportunity to take it will be before the quizzes are returned
to other students, which means you have no more than two days. A quiz given on a Tuesday is
usually returned by Friday. Smart period is often the best time for a quiz makeup.

If you do not make up a quiz, it will be marked as “missing” in the grade book, which will result in
zero points for that grade until the end of the unit, when the midterm exam score for the unit will
replace your missing quiz. This is NOT a good idea, so avoid if possible.

MIDTERM EXAMS: If you miss a midterm exam please email immediately ([email protected]) to
explain your absence and to arrange a make-up exam. There are only two midterms (and a final) per
semester, so missing any one of these days is highly unusual and requires a confirmed and legitimate
excused absence involving a discussion with me and your parents.

Missed work caused by extended absences (more than three school days) for extreme sickness or
trauma will be handled on an individual basis.

Please realize that poor attendance will have a negative effect on your understanding of physics,
and on your semester grade.

BEHAVIOR AND CLASS RULES
In the physics classroom, you should feel comfortable, positive, and enthusiastic. You are expected
to work diligently, conscientiously, and consistently, at all times. A few comments about
student/teacher respect and rules about classroom behavior will soon be discussed during class.

Food and drinks in the classroom are tolerated with three simple rules that apply: 1) it must not be a
distraction to other students, 2) you must clean up and recycle when finished, and 3) if it looks tasty
I get a bite - often called the “Nash tax”!

Bathroom breaks are tolerated with three simple rules that apply: 1) you must ask me first - try to be
subtle and not interrupt the class, 2) you must leave your cell phone behind - bathroom breaks are
not text-messaging breaks! and 3) use of the bathroom must not be excessive, daily occurrence.

Cell phones must be off and away during class. Please turn your cell phone off before you come to
class. Per school policy, the teacher has the right to confiscate your cell phone if it rings in class.
Expect only one warning, and then it will be taken away.

LABORATORY WORK AND LAB ASSESSMENTS
Each week the rubric on the following page will be used for lab assessment. This rubric has four
areas of evaluation. Each area has a value up to five points for a total of 20 points. Generally, each
lab group earns one group grade so choose your lab partners wisely. If a lab partner does
considerably less than the others, that student will receive fewer points.

This lab rubric is designed to minimize the busy work that is sometimes associated with doing labs
in a science class. Physics labs require very little copying of information. Most time is spent
analyzing data - often with a calculator, interpreting results, and answering relevant questions.

It may take some time for you to get used to the way labs are graded, but soon you will be
accustomed to this “real time grading”. You’ll quickly discover that labs are the best way to learn
physics, and also the easiest way to improve your overall class grade. And remember, best of all, you
will not have to turn in any lab reports in this class!
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LAB GRADING RUBRIC

5 4 3 2
• Group needs no • Group needs minor • Group needs major • Group needs lab re-
supervision after the initial clarification after having clarification after having explained after having
O S lab instructions are given. moved to the lab area. moved to the lab area. moved to the lab area.
N
T • Each partner can • The group, as a whole, • One or more partners • One or more partners
O
G I articulate the goal of the needs minor help can articulate the goal of can articulate the goal of
NT lab and can explain the articulating the goal of the the lab and explain the the lab and explain the
C
I rationale for the proposed lab and/or explaining the rationale for the lab rationale for the lab
NU
lab procedure. rationale for the lab procedure, but one or procedure, but one or
ER
TT • Lab partners ask procedure. more partners is slightly more partners has major
SS coherent and relevant • Lab partners sometimes confused. confusion.
LIN questions that often lead to ask coherent and relevant • Lab partners sometimes • Lab partners ask only
I
improvements in the lab. questions. ask illogical or redundant illogical or redundant
questions. questions.
• Each partner works • Some partners work • One partner does most • One partner does all of
equally on the data harder than others on the of the work on the lab. the work on the lab.
collection and analysis. lab. • There is major • There is major
• There is no unnecessary • There is minor socializing within the socializing within the
E UP socializing within or unnecessary socializing group or between groups, group or between groups,
MN between groups. within the group, which which detracts from the which detracts from the
IA • When finished, each detracts from the lab lab experience. lab experience.
T
E partner is working on experience. • When finished, one or • When finished, all
F L physics until the bell rings. • When finished, each more partners stop partners stop working on
OC
E D •a n Ad lal llla ebq auriepams eanrte icsl ean ppahrytsniecrs ius nwtiol rtkhien bge olln r ings. wbeofrokrien tgh eo nb eplhl yrsinicgss . prihnygssi.c s before the bell
SN
U replaced as directed so that • Not all lab areas are • Most lab areas are not • Not all lab areas are
A
it is ready for the next clean or all equipment not clean and not all clean and all equipment
class lab. replaced. equipment is replaced. is not replaced.
• All lab stools are put • Some lab stools are put • Lab stools are not put • Lab stools are not put
back under the lab desks. back under the lab desks. back under the lab desks. back under the lab desks.
• Data collection • Data collection • Data collection • Data collection

S
techniques by the group techniques lead to slightly techniques lead to techniques lead to
E
U lead to exceptionally inaccurate or imprecise considerably inaccurate drastically inaccurate and
Q precise and accurate data. data. or imprecise data. imprecise data.
I • Follows all directions • Follows most directions • Follows most directions • Ignores most directions
N
H for data collection. for data collection. for data collection. for data collection.
C • Always implements • Makes an effort to avoid • Makes some effort to • Makes little effort to
E techniques to avoid most experimental error. avoid experimental error. avoid experimental error.
T experimental error. • A graphing calculator is • A graphing calculator • A graphing calculator
B • A graphing calculator is used often to minimize is used occasionally to is used rarely to minimize
A used whenever possible to rounding errors. minimize rounding errors. rounding errors.
L
minimize rounding errors.
• Presentation is neat, • Presentation is mostly • Presentation is • Presentation is not at
sequential, and clear, using neat, sequential, and clear somewhat neat, all neat, sequential, and
only pencil using only pencil sequential, and clear. clear.
T • Calculations, and lab • Calculations, and lab • Calculations, and lab • Calculations, and lab
R analysis, and questions are analysis, and questions are analysis, and questions analysis, and questions
O all complete and detailed. mostly complete with are somewhat complete are mostly incomplete
P • All measurements and most details. with some details. with few details.
E
R results are presented with • Most measurements and • Some measurements • Few measurements and
B appropriate variables and results are presented with and results are presented results are presented with
A units. appropriate variables and with appropriate variables appropriate variables and
L • All data tables, graphs, units. and units. units.
drawings, etc. are • Data tables, graphs, • Some data tables, • Most data tables,
completed. drawings, etc. are nearly graphs, drawings, etc. are graphs, drawings, etc. are
completed. incomplete. incomplete.

4
Kinematics

“All science is either physics or stamp collecting.”

– ERNEST RUTHERFORD

“Common sense is nothing more than a deposit of prejudices laid
down by the mind before you reach eighteen.”

– ALBERT EINSTEIN

5
Kinematics Assignment Sheet

Online: www.physicsclassroom.com/Physics-Tutorial/1-D-Kinematics (Assignments 1-8)
www.physicsclassroom.com/class/vectors (Assignments 9-15)

No. Topics Reading Homework
displacement, speed, average
1 40-44 Ch 2: 6,9,11,13
velocity
instantaneous velocity,
2 45-47 Ch 2: 2,3,4,10,14
position vs. time graphs
average acceleration,
3 48-51 Ch 2: 17,19,30,54
instantaneous acceleration
kinematic equations with constant
4 51-58 Ch 2: 23,24,25,29
acceleration
additional constant acceleration Ch 2: Sec Rev pg 59
5
problem solving 1,2,3,4
additional constant acceleration
6 Ch 2: 26,28,31,32
problem solving
falling objects,
7 60-64 Ch 2: 34,38,39,49
freefall acceleration
more freefall acceleration
8 Ch 2: 36,46,48,55
problem solving
scalars and vectors, properties of
9 84-87 Ch 3: 3,7,8,12
vectors, graphical addition
vector operations, vector
10 88-97 Ch 3: 16,22,23,26,28
components, analytical addition
projectile motion (horizontally
11 98-101 Ch 3: 31,34,36,37
launched projectiles)
projectile motion (projectiles
12 102-104 Ch 3: 35,38,39,41
launched at an angle)
more projectile problem solving
13 Ch 3: 33,56,58,69

projectile review problems Pg 104: P 1,3
14
Pg 118-9: P 61,67
relative velocity, frames of
15 106-109 no assignment
reference

6
Kinematics Assignment Sheet - Honors

Online: www.physicsclassroom.com/Physics-Tutorial/1-D-Kinematics (Assignments 1-8)
www.physicsclassroom.com/class/vectors (Assignments 9-15)

No. Topics Reading Homework
displacement, speed, average 2-1 Q 1
1
velocity 2-2 P 5,9,10,11
instantaneous velocity, 2-3 Q 3,4
2
position vs. time graphs 2-8 P 50,51,56abde
velocity vs. time graphs, average and Q 5,8
3 2-4
instantaneous acceleration P 17,18,49,55
kinematic equations with constant Q 10
4 2-5
acceleration P 19,21,22,26,27
additional constant acceleration Q 11
5 2-6
problem solving P 28,63,74,77
additional constant acceleration Q 9
6
problem solving P 31,32,68,73
falling objects, Q 13
7 2-7
freefall acceleration P 34,35,37,39
more freefall acceleration problem Q 14
8
solving P 42,44,45,78,79
scalars and vectors, properties of 3-1 Q 1,6
9
vectors, graphical addition 3-2 P 3,5,13(graphically)
vector operations, vector 3-3 Q 7
10
components, analytical addition 3-4 P 1,7,10,12
projectile motion (horizontally 3-5&3-6 Q 18
11
launched projectiles) (to pg 57) P 18,21,27,31,64
projectile motion (projectiles 3-6 Q 20
12
launched at an angle) (to pg 61) P 19,20,24,26
more projectile problem solving
13 3-7 P 62,67,69,70

Q 13
14 relative velocity, frames of reference 3-8
P 37,39,41,42,49
review problems Ch 2: 75,83,85
15
Ch 3: 53,58,65

7
Graphing Fundamentals with a TI Calculator

PURPOSE
To learn about graphing by hand and also using the TI Graphing Calculator.
To understand the nature of constant speed, average speed, and instantaneous speed.

PROCEDURE
In physics the best way to see patterns and relationships is through graphing the data collected in an
experiment. This is true in the following lab which is designed to help you learn to graph variables,
and help you interpret the meanings of graphs. Follow the directions below in for all graphs.

1. Determine axis variables. 4. Establish axis scales (stretch data out.)
2. Label axes with variable and unit. 5. Plot points in pencil.
3. Title the graph. 6. Draw best fit. Don't "connect the dots"!

DATA & ANALYSIS
1. The table of data below
represents the motion of a toy
car for five seconds of time.
Follow the above steps 1-6 to
create a completed graph.

Toy Car (5 sec)
t (s) d (cm)
0 0
1.0 190
2.0 395
3.0 605
4.0 810
5.0 1040

2. Enter the data into List
columns in the graphing
calculator by pressing STAT,
then ENTER; put time data
into L and distance into L .
1 2

3. Press STAT PLOT (2nd button, then Y= button) and turn Plot 1 on, set to scatter plot, with Xlist
to L and Ylist to L . Press GRAPH, then ZOOM, then 9:ZoomStat to fit data into the display.
1 2

4. Press STAT, then move cursor to CALC, then 4: LinReg, then check X :L , and Y :L , and
list 1 list 2
Store RegEQ: Y (to get Y press VARS, then move cursor to Y-VARS, then press 1:Function,
1 1
then 1:Y and finally ENTER. Press GRAPH to see the curve fit on this equation. (on the TI-83
1
is has to look like this on the screen – LinReg L ,L ,Y ).
1 2 1

5. Write the equation for the best-fit line below. Use variables for distance (d) and time (t).

6. The toy car moves with nearly constant speed. What is the value, with units, of the speed?
8