Name: ________________________________ Date Assigned: ___________________
Constant Velocity Model
The front of each model packet should serve as a storehouse for things youll want to be able to quickly look up later. We will usually try to give you some direction on a useful way to organize this space (see the table below). Physical Quantity
Description
Symbol
Units
Position
Displacement
Speed
Velocity
Average Velocity
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Honors Physics
Unit 01 CVPM Objectives
You can use this paper to keep track of your progress on each objective. You can note your standing after each assessment and track which skills need to be reassessed.
Number
Level
Standard
1.1
I know the difference between vector and scalar
quantities. ! I know the difference between speed and velocity.
1.2
I know the difference between position, distance, and
displacement.
1.3
I can interpret/draw motion maps for objects moving
with constant velocity.
1.4
I can interpret/draw the position vs. time graph for an
object moving with constant velocity. ! I can find the average velocity of an object using the slope of the x-t graph. ! I can describe the motion of an object in words by looking at the x-t graph.
1.5
I can interpret/draw the velocity vs. time graph for an
object moving with constant velocity. ! I can find the displacement of an object using the area beneath a v-t graph.
1.6
I can draw the corresponding velocity-vs-time graph
given a position-vs-time graph.
1.7
I can describe the motion of an object in words by
looking at the velocity-vs-time graph.
1.8
I can solve problems involving average speed and
average velocity.
1.9
I recognize when the constant velocity model applies,
and I use it when appropriate.
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Motorized Cart Experiment
Sketch and label the experiment setup:
What could we measure? How could we measure it?
Equation of best fit line: _________________________________________________
Be sure to: Use pencil Label your axes with symbols and units Give the graph a title ([vertical axis variable] vs. [horizontal axis variable]) Draw a best fit line (dont connect the dots). Find the slope using points on the line (not data points). Write the equation of the line using the variables from your axes (dont default to y and x); make sure the slope and intercept have the correct units attached to the numbers. Put units on numbers, but never on variables. 3
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Practice 1: Comparing Position-vs-Time Graphs
1.
Consider the position vs. time graph below for cyclists A and B.
a.
Do the cyclists start at the same point? How do you know? If not, which is ahead?
b. At t = 7 s, which cyclist is ahead? How do you know?
c.
Which cyclist is traveling faster at t = 3 s? How do you know?
d. Are their velocities equal at any time? How do you know?
e.
What is happening at the intersection of lines A and B?
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
2.
Consider the new position vs. time graph below for cyclists A and B.
a.
How does the motion of the cyclist A in the new graph compare to that of A in the previous graph from page one?
b. How does the motion of cyclist B in the new graph compare to that of B in the previous graph?
c.
Which cyclist has the greater speed? How do you know?
d. Describe what is happening at the intersection of lines A and B.
e.
Which cyclist traveled a greater distance during the first 5 seconds? How do you know?
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Reading: Motion Maps
A motion map represents the position, velocity, and acceleration of an object at various clock readings. (At this stage of the class, you will be representing position and velocity only.) Suppose that you took a stroboscopic picture of a car moving to the right at constant velocity where each image revealed the position of the car at one-second intervals.
This is the motion map that represents the car. We model the position of the object with a small point. At each position, the object's velocity is represented by a vector.
If the car were traveling at greater velocity, the strobe photo might look like this:
The corresponding motion map has the points spaced farther apart, and the velocity vectors are longer, implying that the car is moving faster.
If the car were moving to the left at constant velocity, the photo and motion map might look like this:
More complicated motion can be represented as well.
x Here, an object moves to the right at constant velocity, stops and remains in place for two seconds, then moves to the left at a slower constant velocity. 6
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Consider the interpretation of the motion map below. At time t = 0, cyclist A starts moving to the right at constant velocity, at some position to the right of the origin.
A B
Cyclist B starts at the origin and travels to the right at a constant, though greater, velocity. At t = 3 s, B overtakes A (i.e., both have the same position, but B is moving faster). A graphical representation of the behavior of cyclists A and B would like this:
You could also represent the behavior algebraically as follows:
x f ,A = vA t + xi !
x f ,B = vBt
where vB > vA
Throughout this year, you will be representing the behavior of objects in motion in multiple ways: diagrammatically (motion maps), graphically, verbally, and algebraically.
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Practice 2: Multiple Qualitative Representations
3.
In each table below, the motion is described by a position-vs-time graph, a velocity-vs-time graph, a verbal description or a motion map. The other three representations have been left blank. a. Complete the missing representations. DO THIS FIRST, BEFORE YOU USE THE MOTION SENSOR! Be sure to include each of the following in your verbal description: starting position, direction moved, type of motion, relative speed. b. Move, relative to the motion detector, so that you produce a graph that matches the given graph as closely as possible. Using a different colored pen/pencil, correct your predictions if necessary. Written Description
Motion Map
Written Description
Motion Map
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Written Description
Motion Map
Written Description
Motion Map
Written Description
Motion Map
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Written Description The object starts close to the motion detector, and moves at a constant, moderate speed in the forward direction for several seconds. Then it stops for a few seconds before returning to its starting point, once again at a moderate speed.
Motion Map
Written Description
Motion Map
Written Description
Motion Map
10
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Practice 3: Applying the Model
4.
Read the following three problems and consider if the Constant Velocity Particle Model (CVPM) applies. I. A Mac Truck starts from rest and reaches a speed of 8.5 m/s in 20 seconds. II. A dune buggy travels for 20 seconds at a speed of 8.5 m/s. III. A driver sees a deer in the road ahead and applies the brakes. The car slows to a stop from 8.5 m/s in 20 seconds. a.
For each of the three above problems, say whether CVPM applies and explain your reasoning.
b. Choose one of the problems for which CVPM applies. For the problem you selected, draw at least three diagrams and/or graphs to illustrate the situation. Choose the diagrams and graphs that you find most useful.
c.
Using the constant velocity particle model, solve for any unknown quantities. Show your work and use units.
d. Show how to derive the equation you used in part c from one of your graphs. By derive, I mean show the graph, write the generic math version of the equation, then write the physics version of the equation.
e.
Show how to derive the equation you used in part c from the other graph.
11
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
5.
The graph below shows the velocity vs. time graph for a toy dune buggy which started 20 cm from the edge of its track. Assume that edge of the track is the origin.
Velocity (cm/s) "#! $#! !!#!
$!
&!
"!
'!
)!t (s)
(!
%$#! %"#! !a. Determine the change in position from t = 2 sec to 3.5 sec. Clearly indicate how the change in position shows up on the velocity graph. Show your work and use units!
b. Determine the change in position from t = 5 sec to 6 sec. Clearly indicate how the change in position shows up on the velocity graph. Show your work and use units!
c.
Construct a quantitative position-time graph for the motion. Assume a position of 20 cm at t = 0. Be sure to accurately number the scale on the position axis.
Position (cm)
"!
#!
$!
%!
&!
'!t (s)
! d.
Draw a motion map for this motion. On your motion map, clearly indicate the displacements determined in parts (a) and (b).
12
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
Challenges (your choice)
1. Take two buggies, put them at opposite ends of the lab table, and predict where they will collide.Test your prediction and explain your results. 2. Use orbitz.com (or expedia or any favorite travel search engine) to figure out how fast airplanes really fly. Why is this better than googling it? (and why might you get a different answer)?
13
from Modeling Workshop Project 2006
Honors Physics / Unit 01 / CVPM
CVPM Model Summary
Save this space for the end of the unit when your teacher will give you directions as to how to make a model summary.
