How would you expect a velocity vs. time graph to look for a cart moving with a constant velocity? Make a rough sketch of the graph and explain your reasoning. Write down an equation for the graph. Explain what the symbols in each of the equations mean. What quantities in these equations can you determine from your graph?

How would you expect a velocity vs. time graph to look for a cart moving with a constant velocity? Make a rough sketch of the graph and explain your reasoning. Write down an equation for the graph. Explain what the symbols in each of the equations mean. What quantities in these equations can you determine from your graph?

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Description: How would you expect a velocity vs. time graph to look for a cart moving with a constant velocity? Make a rough sketch of the graph and explain your reasoning. Write down an equation for the graph. Explain what the symbols in each of the equations

Glencoe Physics: Principles and Problems, Student Edition

1st Edition

ISBN:9780078807213

Author:Paul W. Zitzewitz

Publisher:Paul W. Zitzewitz

Chapter3: Accelerated Motion

Section: Chapter Questions

Problem 95A

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How would you expect a velocity vs. time graph to look for a cart moving with a constant velocity? Make a rough sketch of the graph and explain your reasoning. Write down an equation for the graph. Explain what the symbols in each of the equations mean. What quantities in these equations can you determine from your graph? Write down the relationship between the position and the velocity of the cart. Use that relationship to construct an position versus time graph just below each of your velocity versus time graphs from question 1, with the same scale for each time axis. Write down an equation for the new graph. Explain what the symbols in each of the equations mean. What quantities in these equations can you determine from your graph? Consider the questions printed in italics, below, to make a rough sketch of how you expect the velocity vs. time graph to look for a cart under the conditions given in the problem. Explain your reasoning. Since a simple push of the lego car…
How would you expect a velocity vs. time graph to look for a cart moving with a constant velocity? Make a rough sketch of the graph and explain your reasoning. Write down an equation for the graph. Explain what the symbols in each of the equations mean. What quantities in these equations can you determine from your graph?
B. Directions: Show your solution to the following problems. The position vs. time graph below describes the motion of a runner. z (m) 3 t (s) t (s) 3 1. What is the magnitude of the velocity of the runner during the first 4 seconds? 2. What is the velocity of the athlete from t=4 s to 7 s?
What is the acceleration (in units of feet per second squared) of a car that goes from 16 mph to 75 mph in a 10.0 second time period? How far does the car travel during that acceleration in units of feet? Make a list of all given values, units, and the variables they represent. Write the general form of the equation you are going to use. Solve the equation.
What is the acceleration (in units of feet per second squared) of a car that goes from 15 mph to 75 mph in a 10.0 second time period? How far does the car travel during that acceleration in units of feet? Identify the quantity(variable) you are solving for. make a simple sketch to represent the data given. Make a list of all given values, units, and the variables they represent. Write the general form of the equation you are going to use. Solve the equation.
Sketch a graph of how you would expect an instantaneous acceleration vs. time graph to look for a cart released from rest on an inclined track. Next to this graph, sketch a new graph of the acceleration vs. time for a cart with a much larger mass. Explain your reasoning. Write down the equation(s) that best represent each of these graphs. If there are constants in your equation, what kinematic quantities do they represent? How would you determine these constants from your graph? Sketch a graph of instantaneous velocity vs. time for each case. Use the same scale for the time axes as the acceleration graphs. Write down the equation(s) for each graph. If there are constants in your equations, what kinematic quantities do they represent? How would you determine these constants from your graph? Now do the same for position vs. time. Can any of the constants in your functions be determined from the equations representing the acceleration vs. time or velocity vs. time graphs?
While walking to school, Jaime's distance from home (in miles) was s(t) = 3t, where t is measured in hours. Sketch a graph of his distance. If it takes Jaime 30 minutes to walk to school, what is his average velocity? Explain how you got your answer. a. While walking home, Jaime walks so that his velocity (in miles per hour) is v(t) = -2t, where t is measured in hours. How long does it take him to get home? b.
Sketch a graph of instantaneous acceleration vs. time for a falling ball. Next to this graph sketch a graph of instantaneous acceleration vs. time for a heavier falling ball that has the same size and shape. Explain your reasoning for each graph. Write down an equation for each graph. If there are constants in your equation, what kinematic quantities do they represent? How would you determine these constants from your graph? Use your acceleration vs. time graphs to sketch instantaneous velocity vs. time graphs for a light and heavy ball using the same scale for the time axes. Write down an equation for each graph. If there are constants in your equations, what kinematic quantities do they represent? How would you determine these constants from your graph? Can any of the constants be determined from the equations representing the acceleration vs. time graphs? Use your velocity vs. time graphs to sketch instantaneous position vs. time graphs for each case using the same scale…
a.) Draw the distance vs. time graph. Find the slope. b.) Describe the graph line. What does it imply? a.) Draw the speed vs. time graph. Find the slope. Describe the graph line. What does it imply? b.) Find the slope of the graph and compare it with the calculated acceleration. Describe the motion of a freely falling body based on the results obtained. If, by some suitable mechanism, the falling body had been given an initial downward push instead of being just released, would the resulting value of `g’ have been different? Explain. Problems: An object is dropped from rest at a height of 300 m.a. Find the velocity after 2 seconds.b. Find the time it takes for the object to reach the ground. c. With what velocity does it hit the ground? A car starting from rest is accelerated 15 m/s2. In how many seconds will its velocity be equal to 100 m/s? How far will it have traveled during this same time?
Write the actual function that you expect the velocity to obey as a function of time (recall that the initial velocity was 17 m/s). Your function should be a function of time (i.e. the t variable should be left as an independent variable) but all other values should be filled in with numbers. Based on your answer above, what type of curve would you expect the position vs. time function to obey? i.A constant (horizontal) curve? ii.A linear curve? iii.A quadratic (parabolic) curve? iv.Another type of curve, such as cubic, exponential, sine, square root, etc...? Circle an answer from above and explain how you use your answer to the above question and the relationship between position and velocity to arrive at your conclusion.
An object has an acceleration defined by the equation a=5t+4 (m/s^2) where "t" is in seconds. The initial velocity of the object is -10 m/s and started at a position s = 40m. 1. How much time is needed for the particle to reach a velocity equal to zero? Express your answer in unit of second. 2. What is the position of the object when it reaches zero velocity?
Satellite data taken several times per hour on a particular albatross showed travel of 1200 km over a time of 1.4 days.a. Given these data, what was the bird’s average speed in mph?b. Data on the bird’s position were recorded only intermittently.Explain how this means that the bird’s actual average speed was higher than what you calculated in part a.