Вы находитесь на странице: 1из 14

Honors Physics / Unit 01 / CVPM

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.

14

from Modeling Workshop Project 2006

Вам также может понравиться