How Fast Are You Moving? Honors Physics

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1 How Fast Are You Moving? Honors Physics Research Question How can you measure the speed of a moving object to determine if it is moving with increasing, decreasing or constant speed? Hypothesis Generate a hypothesis based upon the research question above. Procedure Roll out a 10 m tape measure across the classroom floor. Your group will be assigned two different car. For each car, you will mark the position along the tape measure at each second. Discuss with your teammates and decide on a method for keeping time and marking the location of the car each second. When you are ready, start the battery operated car and record the data in the table below. Repeat the experiment for the wind up car and record the data in the table below. Be sure the position represents the location of the car with respect to the tape measure on the floor. Clock Reading t Battery Operated Car Position x Clock Reading t Wind Up Car Position x Analysis a) Robin, James, Tara and Joe (at rest with respect to each other) collected data for the motion of the same car. They each represented the data differently. Examine the four representations below; select a representation that would best represent the position of the car as a function of time. Explain. b) Discuss your choice and reasoning your lab group. 1 Page

2 c) Represent the motion of the cars with a graph (plot the data from each car on the same axes) using the data collected in activity. The position of the car is recorded on the vertical axis and the clock reading on the horizontal axis. d) Examine the Position vs. Clock Reading graph for a football player running a play below. Describe the motion of the player in words. Act it out. James said the football player traveled 5 yards in the negative direction. Tara said the football player moved 85 yards total. Joe said the football player traveled 5 yards. How did each person arrive at his/her answer? What is the distance traveled by the football player from t = 1.0 s to t = 12.0 s? What is the path length traveled by the football player travel from t = 1.0 s to t = 12.0 s? What is the displacement of the football player travel from t = 1.0 s to t = 12.0 s? Devise a method for obtaining the value for displacement, distance and path length on a position versus clock reading graph. Conclusion 1. What can you conclude about the speeds of both cars? Cite evidence from your data tables and graphs to support your answer. 2. List and explain possible sources of error in the experiment and how the sources of error would affect your results. 3. How would the results of the experiment differ if we conducted the investigation on the soccer field? Explain why. 2 Page

3 The Moving Man 1. Go to and click Run Now. 2. Investigate Moving Man by having the man move using the sliders. Use the playback features to look at the graphs. While you make observations talk about the reasons the graphs look the way they do. 3. Make a chart like the one below on your own paper. Now, use the Moving man simulation to collect data. Change the position to x = -10 and velocity to v = 2. Click Play then sketch the graphs. Scenario: The man starts at the tree and moves toward the house with constant velocity Position - time graph CONSTANT SPEED Velocity - time graph CONSTANT SPEED Acceleration - time graph CONSTANT SPEED 3 Page

4 4. Hit the clear button. Sketch the position, velocity and acceleration graphs for the following scenario: A man wakes up from his nap under the tree and speeds up toward the house (change the acceleration to 2 m/s 2 ). Position - time graph CONSTANT ACCELERATION Velocity - time graph CONSTANT ACCELERATION Acceleration - time graph CONSTANT ACCELERATION 4 Page

5 5. Individually create and write a possible scenario for the following graph. Then compare your scenario with your partner to check if it s reasonable. Position vs. time Graph Part C Part D Part B Part A Part E Part F Part A B C D E F Description of direction and speed (positive, negative, constant) 5 Page

6 Walk This Way Honors Physics Purpose To develop an understanding of motion graphs by analyzing graphs made by walking in front of a motion probe. You will use a motion probe to see what the graph of your motion looks like when you move with increasing, decreasing and constant speed. To collect motion data using an ultrasonic motion detector and analyze plots for evidence that verifies the rules of kinematics. Create a research question for this activity. Develop a testable hypothesis and prediction. Create a procedure to test your hypothesis. Perform the experiment. 6 Page

7 MOVING ON DOWN You will be investigating a problem related to motion. During this activity, you will work with a partner (or possibly two partners). However, you must keep your own individual lab notes because after you finish you will work independently to write a report about your investigation. THE PROBLEM The president of a toy company has written to you, asking you to do research, and to recommend some design changes for their toy car division. Most of their customers let cars roll down ramps, and the company wishes to build toy cars that will fit the customer s performance needs. Objects move down a ramp because the force of gravity overcomes the force of friction and air resistance. To understand how these factors work together on a moving object, it is necessary to examine specific variables in detail. YOUR TASKS You and your partner(s) will design and conduct an experiment to determine how a factor such as distance, mass, shape, incline, and friction change the speed of a car. You may use a variety of safe moving toy cars, and a variety of methods for measuring the speed and acceleration with clocks, stopwatches, ramps, other cars, protractors, rulers, etc. Equipment from home is welcome. You may even choose to use results from a simulation to help you. You will then use these results to write a letter to a toy company. EXPERIMENT Pick two factors that you think may affect the speed of a toy car rolling down a ramp, and design an experiment, with a control group and several experimental groups, that have quality data to show how the factors you have picked affect the speed. Factors to choose from include: lubrication, mass, angle of incline, length of ramp, shape of car, wheel size, friction, force of push, air resistance, etc... PROCEDURE 1. In your own words, on a separate sheet of paper, state the problem(s) you are going to investigate and write your statement of the problems. 2. Design an experiment to solve the problems. Describe your experimental designs on the next page, showing a design with appropriate variables, data collection table or graph, as well as a rough sketch. Show your design to your teacher before you begin your experiments. (Hint: There are several ways to investigate this problem.) 3. After receiving written approval from your teacher, work with your partners to carry out your experiments. Your teacher s approval does not necessarily mean that your teacher thinks your experiments are well designed. It simply means that in your teacher s judgment that your experiments as stated are not dangerous, or likely to be wasteful. 4. While conducting your experiment, take notes (separate paper). Make sure you leave space for charts, table, or graphs. You should use your notes later as you work independently to write 7 Page

8 about your experiments and the results. You must keep your own notes because you will not work with your partner when you write your report. 5. Later, you will work independently with your individual lab notes to write about your investigation in the form of a lab report. LAB REPORT Your lab report is in the form of a letter to the president of a toy company. You wish to advise the executive on how to build the most satisfying, fast-moving toy cars. Your report should include: A clear statement of the problems you investigated, detailing the independent and dependent variables; a description of the experiments you carried out; the results of your experiments ( including data presented in the form of charts, tables, or graphs); your conclusions from the experiments and comments about how valid you think your conclusions are. (In other words, how much confidence do you have that your results are accurate? What errors may have affected your results?) ANALYTIC SCORING RUBRIC PROBLEM DEFINITION The problem is stated clearly. Clear identification of independent and dependent variables. The problem is stated adequately. Adequate identification of independent and dependent variables. The problem is poorly stated. Poor identification of independent and dependent variables. The statement of the problem is very limited or missing altogether. No identification of independent and dependent variables. EXPERIMENTAL DESIGN The experiment matches the stated problem. Variables are controlled. The procedures are clear, complete and replicable. A control is included when appropriate. The experimental design generally matches the stated problem. Attempt at controlling variables is made. Procedures are generally complete. Minor modifications or clarifications may be needed. The experimental design matches the stated problem to some extent. Little attempt to control variables. Procedures are incomplete. Major modifications or clarifications may be needed. The experimental design does not match the stated problem, is very incomplete or missing. No attempt to control variables. SCORE SCORE Page

9 DATA PRESENTATION Data are accurate, complete, well-organized and presented in an appropriate manner. Data are generally accurate, complete, organized and presented in an appropriate manner. Minor errors or omissions may be present. Data are somewhat inaccurate, incomplete, poorly organized and presented in an inappropriate manner. Major errors or omissions may be present. Data are highly inaccurate, incomplete, poorly organized or presented in an inappropriate manner or missing altogether. SCORE CONCLUSIONS Conclusions are related to the stated problem and fully supported by the data. Validity of conclusions is thoroughly discussed. Conclusions are generally related to the stated problem and fully supported by the data. Minor errors in the interpretation of the results may be present. Discussion of validity of conclusions is limited. Conclusions are related to the stated problem and supported by the data to a limited extent. Major errors in interpretation of results may be present. Little discussion of validity of conclusions. Conclusions are not related to the stated problem, not supported by data or are missing. No discussion of validity of conclusions. SCORE Page

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