SECTION 2. Objectives. Describe motion in terms changing velocity. Compare graphical representations of accelerated and nonaccelerated motions.

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1 SECTION Plan and Prepare Preview Vocabulary Academic Vocabulary Remind students that rate describes how something changes compared to something else. In physics, a rate usually refers to a change over time. Velocity is a rate the rate at which displacement changes with respect to time. Acceleration is also a rate the rate at which velocity changes with respect to time. Teach Demonstration Acceleration Purpose Visually demonstrate acceleration. Materials marble, inclined plane, tape, stopwatch, meterstick, protractor, metal or glass cup Procedure Ask students to observe the motion of the marble. Release the marble from rest at the top of the inclined plane. When the marble reaches the end, ask students to describe the motion. Ask students to identify the locations of lowest speed top and highest speed bottom. Repeat the demonstration at a different angle and have students compare the two trials. After students have learned the kinematic equations, you can add quantitative values by timing the runs. Place tape near the top of the plane to serve as a start line. Use a cup at the end of the plane as a sound cue for stopping the stopwatch. Measure the length of the plane. Have students record the time and angles for several trials and then calculate the acceleration for each trial with the equation x = 1 a( t). Each trial should have a different angle and therefore a different acceleration. Have students graph acceleration versus angle. SECTION Objectives Describe motion in terms changing velocity. Compare graphical representations of accelerated and nonaccelerated motions. Apply kinematic equations to calculate distance, time, or velocity under conditions of constant acceleration. acceleration the rate at which velocity changes over time; an object accelerates if its speed, direction, or both change 44 Chapter Differentiated Instruction English Learners Acceleration Key Term acceleration Changes in Velocity The word acceleration has different meanings in everyday life and in science. Ask students how they use the word acceleration when talking to their friends and family. They will likely say that it means to speed up or go faster. Explain that in science an object accelerates if its velocity changes in any way. So acceleration can mean speeding up, slowing down, or changing direction. Many bullet trains have a top speed of about 300 km/h. Because a train stops to load and unload passengers, it does not always travel at that top speed. For some of the time the train is in motion, its velocity is either increasing or decreasing. It loses speed as it slows down to stop and gains speed as it pulls away and heads for the next station. Acceleration is the rate of change of velocity with respect to time. Similarly, when a shuttle bus approaches a stop, the driver begins to apply the brakes to slow down 5.0 s before actually reaching the stop. The speed changes from 9.0 m/s to 0 m/s over a time interval of 5.0 s. Sometimes, however, the shuttle stops much more quickly. For example, if the driver slams on the brakes to avoid hitting a dog, the bus slows from 9.0 m/s to 0 m/s in just 1.5 s. Clearly, these two stops are very different, even though the shuttle s velocity changes by the same amount in both cases. What is different in these two examples is the time interval during which the change in velocity occurs. As you can imagine, this difference has a great effect on the motion of the bus, as well as on the comfort and safety of the passengers. A sudden change in velocity feels very different from a slow, gradual change. The quantity that describes the rate of change of velocity in a given time interval is called acceleration. The magnitude of the average acceleration is calculated by dividing the total change in an object s velocity by the time interval in which the change occurs. Average Acceleration a avg = _ v t = _ - v i t f - t i change in velocity average acceleration = time required for change Acceleration has dimensions of length divided by time squared. The units of acceleration in SI are meters per second per second, which is written as meters per second squared, as shown below. When measured in these units, acceleration describes how much the velocity changes in each second. _(m/s) s = m_ s 1_ s = m_ s Untitled /4/011 :45:50 44 Chapter

2 Average Acceleration Sample Problem B A shuttle bus slows down with an average acceleration of 1.8 m/s. How long does it take the bus to slow from 9.0 m/s to a complete stop? ANALYZE Given: v i = 9.0 m/s = 0 m/s PREMIUM CONTENT Interactive Demo HMDScience.com Classroom Practice Average Acceleration Find the acceleration of an amusement park ride that falls from rest to a speed of 8 m/s in 3.0 s. Answer: 9.3 m/s SOLVE Unknown: t =? a avg = 1.8 m/s Rearrange the average acceleration equation to solve for the time interval. a avg = _ v t t = _ a v = _ - v i avg a = 0 m/s m/s avg 1.8 m/s t = 5.0 m/s 1. As the shuttle bus comes to a sudden stop to avoid hitting a dog, it accelerates uniformly at 4.1 m/s as it slows from 9.0 m/s to 0.0 m/s. Find the time interval of acceleration for the bus.. A car traveling at 7.0 m/s accelerates uniformly at.5 m/s to reach a speed of 1.0 m/s. How long does it take for this acceleration to occur? 3. With an average acceleration of 1. m/s, how long will it take a cyclist to bring a bicycle with an initial speed of 6.5 m/s to a complete stop? 4. Turner s treadmill runs with a velocity of 1. m/s and speeds up at regular intervals during a half-hour workout. After 5 min, the treadmill has a velocity of 6.5 m/s. What is the average acceleration of the treadmill during this period? 5. Suppose a treadmill has an average acceleration of m/s. a. How much does its speed change after 5.0 min? b. If the treadmill s initial speed is 1.7 m/s, what will its final speed be? Problem Solving Motion in One Dimension 45 PROBLEM guide b Use this guide to assign problems. SE = Student Edition Textbook PW = Sample Problem Set I (online) PB = Sample Problem Set II (online) t SE Sample, 1 3; Ch. Rvw. 16 PW 7a, 8 9 PB 6, 8, 9 v SE 5 PW Sample, 1 4a, 5a, 8b PB 7, 10 a avg SE 4; Ch. Rvw. 17, 45 PW 4b, 5b, 6, 7b, 10 PB Sample, 1 5 *Challenging Problem Answers Practice B 1.. s..0 s s m/s 5. a. 1.4 m/s b. 3.1 m/s titled Deconstructing Problems Help students decode the commonly implied data in a problem. For example, the phrase slows down tells them that the acceleration is opposite the direction of motion, while speeds up tells them that the acceleration is in the same direction as the motion. The phrase starts from rest means that the initial velocity is 0 m/s, while complete stop and comes to a rest means that the final velocity is 0 m/s. Uniform acceleration means that the acceleration is not changing throughout the problem and uniform velocity means that the velocity is not changing throughout the problem. 5/4/011 :45:51 PM Motion in One Dimension 45

3 Teach continued TEACH FROM VISUALS FIGURE. Point out to students that the same analysis that is done for positive velocity in the graph can be done for negative velocity. Ask If the graph continued, the velocity would become negative. What does this indicate about the object? Answer: The object has slowed down, stopped (zero velocity), and turned around (negative velocity). It is moving back toward the origin and is speeding up. FIGURE.1 High-Speed Train Highspeed trains such as this one can travel at speeds of about 300 km/h (186 mi/h). Acceleration has direction and magnitude. Figure.1 shows a high-speed train leaving a station. Imagine that the train is moving to the right so that the displacement and the velocity are positive. The velocity increases in magnitude as the train picks up speed. Therefore, the final velocity will be greater than the initial velocity, and v will be positive. When v is positive, the acceleration is positive. On long trips with no stops, the train may travel for a while at a constant velocity. In this situation, because the velocity is not changing, v = 0 m/s. When the velocity is constant, the acceleration is equal to zero. Imagine that the train, still traveling in the positive direction, slows down as it approaches the next station. In this case, the velocity is still positive, but the initial velocity is larger than the final velocity, so v will be negative. When v is negative, the acceleration is negative. The slope and shape of the graph describe the object s motion. As with all motion graphs, the slope and shape of the velocity-time graph in Figure. allow a detailed analysis of the train s motion over time. When the train leaves the station, its speed is increasing over time. The line on the graph plotting this motion slopes up and to the right, as at point A on the graph. When the train moves with a constant velocity, the line on the graph continues to the right, but it is horizontal, with a slope equal to zero. This indicates that the train s velocity is constant, as at point B on the graph. Finally, as the train approaches the station, its velocity decreases over time. The graph segment representing this motion slopes down to the right, as at point C on the graph. This downward slope indicates that the velocity is decreasing over time. A negative value for the acceleration does not always indicate a decrease in speed. For example, if the train were moving in the negative direction, the acceleration would be negative when the train gained speed to leave a station and positive when the train lost speed to enter a station. Answers Conceptual Challenge 1. No; The ball could be speeding up from rest.. slowing down 3. Jennifer s acceleration could be positive if she is moving in the negative direction; in this case, the direction of the bike s velocity is opposite the direction of the bike s acceleration, so the bike slows down. In mathematical terms, a = v t. If and v i are negative, and if the magnitude of is less than the magnitude of v i, then v and thus a are positive. Conceptual Challenge Fly Ball If a baseball has zero velocity at some instant, is the acceleration of the baseball necessarily zero at that instant? Explain, and give examples. Runaway Train If a passenger train is traveling on a straight track with a negative velocity and a positive acceleration, is it speeding up or slowing down? Hike-and-Bike Trail When Jennifer is out for a ride, she slows down on her bike as she approach es a group of hikers on a trail. Explain how her acceleration can be positive even though her speed is decreasing. FIGURE. Velocity-Time Graphs When the velocity in the positive direction is increasing, the acceleration is positive, as at point A. When the velocity is constant, there is no acceleration, as at point B. When the velocity in the positive direction is decreasing, the acceleration is negative, as at point C. Velocity Velocity-Time Graph of a Train A B Time C (tl) Craig Lovell/Corbis; (br) Aaron Haupt/Photo Researchers, Inc 46 Chapter Differentiated Instruction Below Level Students may have trouble relating velocity-time graphs to the motion of an object. Explain to students that a rising slope on a velocity-time graph means that the velocity is increasing. The steeper the slope, the faster the velocity increases, and the greater the acceleration. A falling slope means the velocity is decreasing. Again, a steeper decrease means a greater acceleration. Untitled /4/011 :45:53 46 Chapter

4 Richard Megna/Fundamental Photographs, New York Figure.3 shows how the signs of the velocity and acceleration can be combined to give a description of an object s motion. From this table, you can see that a negative acceleration can describe an object that is speeding up (when the velocity is negative) or an object that is slowing down (when the velocity is positive). Use this table to check your answers to problems involving acceleration. For example, in Figure. the initial velocity v i of the train is positive. At point A on the graph, the train s velocity is still increasing, so its acceleration is positive as well. The first entry in Figure.3 shows that in this situation, the train is speeding up. At point C, the velocity is still positive, but it is decreasing, so the train s acceleration is negative. Figure.3 tells you that in this case, the train is slowing down. FIGURE.3 SIGNS OF VELOCITY AND ACCELERATION v i a Motion + + speeding up - - speeding up + - slowing down - + slowing down - or + 0 constant velocity 0 - or + speeding up from rest 0 0 remaining at rest Motion with constant acceleration. Figure.4 is a strobe photograph of a ball moving in a straight line with constant acceleration. While the ball was moving, its image was captured ten times in one second, so the time interval between successive images is 0.10 s. As the ball s velocity increases, the ball travels a greater distance during each time interval. In this example, the velocity increases by exactly the same amount during each time interval. Thus, the acceleration is constant. Because the velocity increases for each time interval, the successive change in displacement for each time interval increases. You can see this in the photograph by noting that the distance between images increases while the time interval between images remains constant. The relationships between displacement, velocity, and constant acceleration are expressed by equations that apply to any object moving with constant acceleration. FIGURE.4 Motion of a Falling Ball The motion in this picture took place in about 1.00 s. In this short time interval, your eyes could only detect a blur. This photo shows what really happens within that time. Demonstration Constant Acceleration Purpose Give several visual examples of constant acceleration. Materials metronome (optional), tile floor (or tape) Procedure Tell students you are going to demonstrate constant velocity and then constant acceleration. Use a metronome (or have students clap at regular intervals) to show time intervals. For the first part (constant velocity), walk in a straight line at a rate of one tile per time interval. (If you do not have a tile floor, use the tape to mark regular intervals on the floor.) Now show a constant acceleration of one tile per interval for each interval. Walk a distance of one tile in the first interval, two tiles in the second interval, three in the third, and so on. Finally, show students a constant negative acceleration. Start walking at a rate of four or five tiles per interval, decreasing by one tile per interval with each interval. When you get to zero tiles per interval, you may want to continue by walking backward one tile per interval, then two tiles per interval, and so on. Explain that the acceleration was still present at the velocity of zero tiles per interval, so your velocity continued to change. Motion in One Dimension 47 titled Pre-AP Point out that because the acceleration is constant, the distance that the ball travels in each time interval is equal to the distance it traveled in the previous interval, plus a constant distance. Tell students to make a chart with calculations that demonstrate this fact, given an acceleration of 3 m/s. 5/4/011 :45:54 PM Motion in One Dimension 47

5 Teach continued Teaching Tip Explain to students that the average velocity is only equal to half of the sum of the initial and final velocity if the acceleration is constant. In cases where the acceleration changes, this relationship is no longer true. Ask students where they would put the point v avg in Figure.5 if the line between v i and were curved. FIGURE.5 Constant Acceleration and Average Velocity If a ball moved for the same time with a constant velocity equal to v avg, it would have the same displacement as the ball in Figure.4 moving with constant acceleration. Did YOU Know? Decreases in speed are sometimes called decelerations. Despite the sound of the name, decelerations are really a special case of acceleration in which the magnitude of the velocity and thus the speed decreases with time Time (s) Velocity (cm/s) Velocity versus Time of a Falling Ball Displacement depends on acceleration, initial velocity, and time. Figure.5 is a graph of the ball s velocity plotted against time. The initial, final, and average velocities are marked on the graph. We know that the average velocity is equal to displacement divided by the time interval. v avg = _ x t For an object moving with constant acceleration, the average velocity is equal to the average of the initial velocity and the final velocity. v avg = _ v i + average velocity = initial velocity + final velocity To find an expression for the displacement in terms of the initial and final velocity, we can set the expressions for average velocity equal to each other. _ x t = v avg = _ v i + displacement = initial velocity + final velocity time interval Multiplying both sides of the equation by t gives us an expression for the displacement as a function of time. This equation can be used to find the displacement of any object moving with constant acceleration. Displacement with Constant Acceleration ( v i + ) t 1 displacement = (initial velocity + final velocity)(time interval) 48 Chapter Problem Solving Deconstructing Problems Show students that the area under the curve in a graph of velocity versus time equals the displacement during that time interval. Use the simplest case in Figure.5, where v i equals zero, to illustrate this point. Choose a point on the graph, and draw a vertical line from the x-axis to the point and a horizontal line from the y-axis to the point, as shown here. Use the corresponding velocity and time interval values to find the area of the rectangle (A = t f ). Point out that the line in the graph bisects the box; thus, the area under the line equals 1 v t, which is the equation for the f f displacement of a constantly accelerated object that begins at rest. Untitled /4/011 :45:55 48 Chapter

6 Displacement with Constant Acceleration Sample Problem C A racing car reaches a speed of 4 m/s. It then begins a uniform negative acceleration, using its parachute and braking system, and comes to rest 5.5 s later. Find the distance that the car travels during braking. ANALYZE Given: v i = 4 m/s = 0 m/s t = 5.5 s Unknown: x =? PREMIUM CONTENT Interactive Demo HMDScience.com Classroom Practice Displacement with Constant Acceleration A bicyclist accelerates from 5.0 m/s to 16 m/s in 8.0 s. Assuming uniform acceleration, what distance does the bicyclist travel during this time interval? Answer: 84 m SOLVE Use the equation that relates displacement, initial and final velocities, and the time interval. x = _ 1 ( v i + ) t x = _ 1 (4 m/s + 0 m/s)(5.5 s) x = 10 m Calculator Solution The calculator answer is However, the velocity and time values have only two significant figures each, so the answer must be reported as 10 m. 1. A car accelerates uniformly from rest to a speed of 6.6 m/s in 6.5 s. Find the distance the car travels during this time.. When Maggie applies the brakes of her car, the car slows uniformly from 15.0 m/s to 0.0 m/s in.50 s. How many meters before a stop sign must she apply her brakes in order to stop at the sign? 3. A driver in a car traveling at a speed of 1.8 m/s sees a cat 101 m away on the road. How long will it take for the car to accelerate uniformly to a stop in exactly 99 m? 4. A car enters the freeway with a speed of 6.4 m/s and accelerates uniformly for 3. km in 3.5 min. How fast (in m/s) is the car moving after this time? Tips and Tricks Remember that this equation applies only when acceleration is constant. In this problem, you know that acceleration is constant by the phrase uniform negative acceleration. All of the kinematic equations introduced in this chapter are valid only for constant acceleration. PROBLEM guide c Use this guide to assign problems. SE = Student Edition Textbook PW = Sample Problem Set I (online) PB = Sample Problem Set II (online) x SE Sample, 1 ; Ch. Rvw. 18, 19 PW 4 6, 9 PB 8 t SE 3; Ch. Rvw. 41, 43* PW Sample, 1 3 PB 7, 9 10 v SE 4 PW 7 8 PB Sample, 1 6 *Challenging Problem Answers Practice C 1. 1 m m s 4. 4 m/s Motion in One Dimension 49 led /4/011 :45:56 PM Motion in One Dimension 49

7 Teach continued The Language of Physics Some texts use the term v 0 to represent the initial velocity (v i ) of the object and the term v to represent the final velocity ( ) of the object. Teaching Tip You may want to present an interesting geometrical interpretation of this equation: x = v i t + 1_ a( t) As below, draw a velocity-versus-time graph representing the equation = v i + a t. The area beneath this curve has two parts. The lower part is a rectangle of area v i t. The upper part is a triangle of area 1 a( t). Therefore, the total area under the straight-line graph is equal to the displacement, x, of the object. Final velocity depends on initial velocity, acceleration, and time. What if the final velocity of the ball is not known but we still want to calculate the displacement? If we know the initial velocity, the acceleration, and the elapsed time, we can find the final velocity. We can then use this value for the final velocity to find the total displacement of the ball. By rearranging the equation for acceleration, we can find a value for the final velocity. a = _ v t = _ - v i t a t = - v i By adding the initial velocity to both sides of the equation, we get an equation for the final velocity of the ball. a t + v i = Velocity with Constant Acceleration = v i + a t final velocity = initial velocity + (acceleration time interval) You can use this equation to find the final velocity of an object after it has accelerated at a constant rate for any time interval. If you want to know the displacement of an object moving with constant acceleration over some certain time interval, you can obtain another useful expression for displacement by substituting the expression for into the expression for x. ( v i + ) t ( v i + v i + a t) t [ v i t + a( t) ] Displacement with Constant Acceleration x = v i t + 1 a( t) displacement = (initial velocity time interval) + acceleration (time interval) 1 This equation is useful not only for finding the displacement of an object moving with constant acceleration but also for finding the displacement required for an object to reach a certain speed or to come to a stop. For the latter situation, you need to use both this equation and the equation given above. 50 Chapter Problem Solving Reality Check Be sure that students understand that these equations only work for objects with constant acceleration. For objects with non-constant acceleration, this equation won t work. One way to show this is by drawing graphs like the one shown in the Teaching Tip, but with a curved line connecting the initial and final velocities. What happens if the object has a high initial acceleration and then a lower acceleration? Have students compare the area under the curve to the constant acceleration graph. How does that information compare to what they would expect to happen? Untitled /4/011 :45:56 50 Chapter

8 Velocity and Displacement with Constant Acceleration Sample Problem D A plane starting at rest at one end of a runway undergoes a uniform acceleration of 4.8 m/s for 15 s before takeoff. What is its speed at takeoff? How long must the runway be for the plane to be able to take off? ANALYZE Given: v i = 0 m/s SOLVE a = 4.8 m/s t = 15 s Unknown: =? x =? First, use the equation for the velocity of a uniformly accelerated object. = v i + a t = 0 m/s + (4.8 m/s )(15 s) = 7 m/s Then, use the displacement equation that contains the given variables. x = v i t + 1 _ a( t) PREMIUM CONTENT Interactive Demo HMDScience.com x = (0 m/s)(15 s) + _ 1 (4.8 m/s )(15 s) x = 540 m Tips and Tricks Because you now know, you could also use the equation ( v i + )( t), or (7 m/s)(15 s) = 540 m. PROBLEM guide d Use this guide to assign problems. SE = Student Edition Textbook PW = Sample Problem Set I (online) PB = Sample Problem Set II (online) v SE Sample, 1 3; Ch. Rvw. 0 1a, *, 49c* PW 10 1 PB 8 x SE Sample, 1 4; Ch. Rvw. 1b,, 3, 4b*, 49b* PW 6*, 7 9 PB 9b, 10b t SE 4; Ch. Rvw. 4a*, 49a* PW Sample, 1 3, 4*, 5a*, 9 PB 9a, 10a a PW 5b, 7, PB Sample, 1 7 *Challenging Problem 1. A car with an initial speed of 6.5 m/s accelerates at a uniform rate of 0.9 m/s for 3.6 s. Find the final speed and the displacement of the car during this time.. An automobile with an initial speed of 4.30 m/s accelerates uniformly at the rate of 3.00 m/s. Find the final speed and the displacement after 5.00 s. 3. A car starts from rest and travels for 5.0 s with a constant acceleration of 1.5 m/s. What is the final velocity of the car? How far does the car travel in this time interval? 4. A driver of a car traveling at 15.0 m/s applies the brakes, causing a uniform acceleration of.0 m/s. How long does it take the car to accelerate to a final speed of 10.0 m/s? How far has the car moved during the braking period? Answers Practice D m/s; 9 m m/s; 59.0 m m/s; 19 m 4..5 s; 3 m Motion in One Dimension 51 led /4/011 :45:57 PM Motion in One Dimension 51

9 Teach continued Teaching Tip Make sure students are aware that all the kinematics equations are related. Show them that there is more than one way to solve problems involving kinematic equations. In general, one of the equations will be easier to use than the others, but it is possible to use different combinations of the equations to reach the same answer. Did YOU Know? The word physics comes from the ancient Greek word for nature. According to Aristotle, who assigned the name, physics is the study of natural events. Aristotle believed that the study of motion was the basis of physics. Galileo developed the foundations for the modern study of motion using mathematics. In 163, Galileo published the first mathematical treatment of motion. Final velocity depends on initial velocity, acceleration, and displacement. So far, all of the equations for motion under uniform acceleration have required knowing the time interval. We can also obtain an expression that relates displacement, velocity, and acceleration without using the time interval. This method involves rearranging one equation to solve for t and substituting that expression in another equation, making it possible to find the final velocity of a uniformly accelerated object without knowing how long it has been accelerating. Start with the following equation for displacement: (v i + ) t Now multiply both sides by. x = (v i + ) t Next, divide both sides by (v i + ) to solve for t. ( x _ v i + ) = t Now that we have an expression for t, we can substitute this expression into the equation for the final velocity. = v i + a( t) = v i + a _ ( x v i + ) In its present form, this equation is not very helpful because appears on both sides. To solve for, first subtract v i from both sides of the equation. - v i = a _ ( x v i + ) Next, multiply both sides by (v i + ) to get all the velocities on the same side of the equation. ( - v i ) ( + v i ) = a x = v i Add v i to both sides to solve for. Final Velocity After Any Displacement = v i + a x (final velocity) = (initial velocity) + (acceleration)(displacement) When using this equation, you must take the square root of the right side of the equation to find the final velocity. Remember that the square root may be either positive or negative. If you have been consistent in your use of the sign convention, you will be able to determine which value is the right answer by reasoning based on the direction of the motion. 5 Chapter Differentiated Instruction Below Level For some students, the math involved in such derivations may be difficult. Encourage them to come to an intuitive understanding of the equation. In this case, they should understand that the final velocity of an object depends on the object s initial velocity, its rate of acceleration, and the distance it travelled while accelerating. They can always refer to the exact equation in their notes. Untitled /4/011 :45:58 5 Chapter

10 Final Velocity After Any Displacement Sample Problem E A person pushing a stroller starts from rest, uniformly accelerating at a rate of m/s. What is the velocity of the stroller after it has traveled 4.75 m? ANALYZE Given: v i = 0 m/s a = m/s x = 4.75 m Unknown: =? Diagram: x + x Choose a coordinate system. The most convenient one has an origin at the initial location of the stroller. The positive direction is to the right. Classroom Practice Final Velocity After Any Displacement An aircraft has a landing speed of 83.9 m/s. The landing area of an aircraft carrier is 195 m long. What is the minimum uniform acceleration required for a safe landing? Answer: 18.0 m/s An electron is accelerated uniformly from rest in an accelerator at m/s over a distance of 95 km. Assuming constant acceleration, what is the final velocity of the electron? Answer: m/s PLAN Choose an equation or situation: Because the initial velocity, acceleration, and displacement are known, the final velocity can be found by using the following equation: v f = v i + a x Rearrange the equation to isolate the unknown: Take the square root of both sides to isolate. = ± (v i ) + a x Tips and Tricks Think about the physical situation to determine whether to keep the positive or negative answer from the square root. In this case, the stroller is speeding up because it starts from rest and ends with a speed of.18 m/s. An object that is speeding up and has a positive acceleration must have a positive velocity, as shown in Figure.3. So, the final velocity must be positive. SOLVE Substitute the values into the equation and solve: = ± (0 m/s) + (0.500 m/s )(4.75 m) = +.18 m/s CHECK YOUR WORK The stroller s velocity after accelerating for 4.75 m is.18 m/s to the right. Continued Problem Solving Motion in One Dimension 53 led Reality Check Remind students that the sign in Sample Problem E tells you the direction of the stroller. Because the stroller was being pushed with a constant acceleration to the right, then the stroller s final velocity should be in the same direction to the right. In addition, because pushing to the right was designated as the positive direction, then the stroller s velocity will also be positive. 5/4/011 :45:59 PM Motion in One Dimension 53

11 Teach continued PROBLEM guide e Use this guide to assign problems. SE = Student Edition Textbook PW = Sample Problem Set I (online) PB = Sample Problem Set II (online) v SE Sample, 1, a c, 3a; Ch. Rvw. 4a, 5, 30, 39 PW 4 6, 7a, 7b PB 7, 10 x SE 4, 6; Ch. Rvw. 39, 44a* PW Sample, 1 3 PB 6, 8 9 a SE 5 PW 8, 9 PB Sample, 1 5 *Challenging Problem Answers Practice E m/s. a. +1 m/s b. +16 m/s c. +13 m/s 3. a. 16 m/s b. 7.0 s m m/s m Final Velocity After Any Displacement (continued) 1. Find the velocity after the stroller in Sample Problem E has traveled 6.3 m.. A car traveling initially at +7.0 m/s accelerates uniformly at the rate of m/s for a distance of 45 m. a. What is its velocity at the end of the acceleration? b. What is its velocity after it accelerates for 15 m? c. What is its velocity after it accelerates for 67 m? 3. A car accelerates uniformly in a straight line from rest at the rate of.3 m/s. a. What is the speed of the car after it has traveled 55 m? b. How long does it take the car to travel 55 m? 4. A motorboat accelerates uniformly from a velocity of 6.5 m/s to the west to a velocity of 1.5 m/s to the west. If its acceleration was.7 m/s to the east, how far did it travel during the acceleration? 5. An aircraft has a liftoff speed of 33 m/s. What minimum constant acceleration does this require if the aircraft is to be airborne after a takeoff run of 40 m? 6. A certain car is capable of accelerating at a uniform rate of 0.85 m/s. What is the magnitude of the car s displacement as it accelerates uniformly from a speed of 83 km/h to one of 94 km/h? With the four equations presented in this section, it is possible to solve any problem involving one-dimensional motion with uniform acceleration. For your convenience, the equations that are used most often are listed in Figure.6. The first column of the table gives the equations in their standard form. For an object initially at rest, v i = 0. Using this value for v i in the equations in the first column will result in the equations in the second column. It is not necessary to memorize the equations in the second column. If v i = 0 in any problem, you will naturally derive this form of the equation. Referring back to the sample problems in this chapter will guide you through using these equations to solve many problems. FIGURE.6 EQUATIONS FOR CONSTANTLY ACCELERATED STRAIGHT-LINE MOTION Form to use when accelerating object has an initial velocity ( v i + ) t x = 1 t = v i + a t Form to use when object accelerating starts from rest = a t x = v i t + 1 a( t) x = 1_ a( t) v f = v i + a x v f = a x 54 Chapter Problem Solving Deconstructing Problems Students may be confused by the various forms of the motion equations available to them. Have students set the initial velocity in the general equations to 0 m/s and show how this results in the equations for an object accelerating from rest. Untitled /4/011 :45:59 54 Chapter

12 SECTION FORMATIVE ASSESSMENT Reviewing Main Ideas 1. Marissa s car accelerates uniformly at a rate of +.60 m/s. How long does it take for Marissa s car to accelerate from a speed of 4.6 m/s to a speed of 6.8 m/s?. A bowling ball with a negative initial velocity slows down as it rolls down the lane toward the pins. Is the bowling ball s acceleration positive or negative as it rolls toward the pins? 3. Nathan accelerates his skateboard uniformly along a straight path from rest to 1.5 m/s in.5 s. a. What is Nathan s acceleration? b. What is Nathan s displacement during this time interval? c. What is Nathan s average velocity during this time interval? Critical Thinking 4. Two cars are moving in the same direction in parallel lanes along a highway. At some instant, the instantaneous velocity of car A exceeds the instantaneous velocity of car B. Does this mean that car A s acceleration is greater than car B s? Explain, and use examples. Assess and Reteach Assess Use the Formative Assessment on this page to evaluate student mastery of the section. Reteach For students who need additional instruction, download the Section Study Guide. Response to Intervention To reassess students mastery, use the Section Quiz, available to print or to take directly online at HMDScience.com. Interpreting Graphics 5. The velocity-versus-time graph for a shuttle bus moving along a straight path is shown in Figure.7. a. Identify the time intervals during which the FIGURE.7 velocity of the shuttle bus is constant. Velocity Versus Time of a Shuttle Bus b. Identify the time intervals during which the acceleration of the shuttle bus is constant. c. Find the value for the average velocity of the shuttle bus during each time interval identified in b d. Find the acceleration of the shuttle bus 1.0 during each time interval identified in b e. Identify the times at which the velocity of the shuttle bus is zero f. Identify the times at which the acceleration of the shuttle bus is zero g. Explain what the slope of the graph reveals Time (s) about the acceleration in each time interval. 6. Is the shuttle bus in item 5 always moving in the same direction? Explain, and refer to the time intervals shown on the graph. Velocity (m/s) Answers to Section Assessment Motion in One Dimension 55 led s. positive 3. a m/s b. +16 m c m/s 4. No, car A s acceleration is not necessarily greater than car B s acceleration. If the two cars are moving in the positive direction, car A could be slowing down (negative acceleration) while car B is speeding up (positive acceleration), even though car A s velocity is greater than car B s velocity. 5. a. 0 s to 30 s; 60 s to 15 s; 10 s to 75 s b. 0 s to 30 s; 30 s to 60 s; 60 s to 15 s; 15 s to 10 s; 10 s to 75 s; 75 s to 300 s; 300 s to 50 s; 50 s to 580 s c. 0 m/s; 1.5 m/s; 0 m/s; 1.5 m/s; 0 m/s; 0.75 m/s; 3.5 m/s; 4.5 m/s d. 0 m/s ; 0.1 m/s ; 0 m/s ; 0.04 m/s ; 0 m/s ; 0.06 m/s ; 0.0 m/s ; 0.0 m/s e. 0 to 30 s; 10 to 75 s f. 0 s to 30s; 60 s to 15 s; 10 s to 75 s 5/4/011 :46:00 PM g. When the graph slopes upward, acceleration is positive. When it slopes downward, acceleration is negative. 6. No, the bus is moving in the positive direction from 30 s to 10 s (when velocity is positive) and in the negative direction from 75 s to 600 s (when velocity is negative). Motion in One Dimension 55