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6 class sessions

3.1 Picturing Motion, pp. 44–46(2 class sessions)

Help Wanted: Auto Mechanic,p. 46

Pocket Lab: Rolling Along, p. 50

How It Works: Speedometers,p. 52

Transparency 3: Motion Diagrams

Lesson Plans: p. 5ELLL1

Lesson Plans: p. 6

Lesson Plans: p. 7Problems and Solutions

Manual: Chapter 3 L1

Study Guide: pp. 13–14 Transparency 3 Master and

Worksheet: pp. 5–7

Reteaching: p. 4 Laboratory Manual: pp. 13–16

L1

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ELLL1

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Study Guide: pp.15–16 Physics Lab and Pocket Lab

Worksheets: p. 11 Critical Thinking: pp. 4–5 Physics Skills: Skill 14 Motion

Worksheet, p. 33 L1

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Study Guide: pp. 17–18 Physics Lab and Pocket Lab

Worksheets: pp. 9 –10, 12

Enrichment: pp. 5–6 L1

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Chapter Review, pp. 60–61(1 class session)

3.2 Where and When? pp. 47–52(1 class session)

3.3 Velocity and Acceleration, pp. 53–59(2 class sessions)

Pocket Lab: Swinging, p. 55Earth Science Connection:

p. 56Design Your Own Physics Lab:

Notion of Motion, p. 58

SummaryKey TermsReviewing ConceptsApplying ConceptsProblemsCritical Thinking ProblemsGoing Further

TestCheck SoftwareMindJogger Videoquizzes

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Chapter 3 Chapter OrganizerChapter 3 Chapter Organizer

Contents Text Features Teaching Aids Student Masters

The following Glencoe resources provide opportunities forintegrating science and technology.Student Edition: Help Wanted, p. 46; How It Works, p. 52Teacher Wraparound Edition: Tech Prep, p. 53; ApplyingPhysics, p. 57Teacher Classroom Resources: Physics Skills, p. 33

TECH PREP

KEY TO TEACHING STRATEGIESThe following designations will help you decide which activities are appropriate for your students.

Level 1 activities should be within the ability range of all students including those with learning difficulties.Level 2 activities should be within the ability range of the average to above-average student.Level 3 activities are designed for the ability range of above-average students.ELL activities should be within the ability range of English Language Learners.Cooperative Learning activities are designed for small group work.These strategies represent student products that can be placed into a best-work portfolio.These strategies are useful in a block scheduling format.

P

COOP LEARN

ELL

L3

L2

L1

Chapter Assessment: pp. 9–12

Supplemental Problems:Chapter 3

Spanish Resources: Chapter 3

Cooperative Learning in theScience Classroom

COOP LEARN

ELL

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Texas Lesson Plans

Reviewing Physics:Mastering the TEKS

42B

Describing MotionDescribing Motion

3.1 Picturing Motion1. Draw and use motion diagrams to describe motion.2. Use a particle model to represent a moving object.

3.2 Where and When?3. Choose coordinate systems for motion problems.4. Differentiate between scalar and vector quantities.5. Define a displacement vector and determine a

time interval.6. Recognize how the chosen coordinate system

affects the signs of vectors quantities.

3.3 Velocity and Acceleration7. Define velocity and acceleration operationally.8. Relate the direction and magnitude of velocity and

acceleration vectors to the motion of objects.9. Create pictoral and physical models for solving

motion problems.

Page 58meterstickstopwatchstring (10 m)

Page 50ball, rubberpaper, 3 m lengthpaper, graphtape recordertape recorder tape

Page 55felt tip markerpaper, tracingTV monitorvideo camcorder

3–1, Page 48markermeterstickpaper, construction

3–2, Page 54car, battery poweredmarking penmetronomepaper, 3 m length

DemonstrationsPocket LabPhysics Lab

Science and Technology Videodisc Series (STVS)Physics

Wind EngineeringEarth and Space

World’s Worst WeatherPhysics for the Computer Age CD-ROM

WHAT IS PHYSICS?: Physics on the JobMATHEMATICAL RELATIONSHIPS: Graphical Relationships

VECTORS: Introduction to VectorsVELOCITY: Position and DistanceVECTORS: Average VelocityACCELERATION: Introduction to Acceleration

MindJogger VideoquizzesChapter 3

Interactive Physics CD-ROM

The following multimedia resources are available from Glencoe.

3(D), 4(A), 4(B), 4(E)UCP.1, UCP.2, UCP.3, A.1, A.2, B.4

Objectives State/Local StandardsNational ScienceContent Standards

2(B), 2(D), 3(B), 4(B), 4(E)UCP.1, UCP.2, UCP.3, UCP.5, A.1,A.2, B.4, E.1, E.2

1(A), 1(B), 2(A), 2(B), 2(C), 2(D),2(F), 3(B), 4(B)

UCP.1, UCP.2, UCP.3, A.1, A.2, B.4,G.3

Activity and Demonstration Materials

Burst ofMotionSprinters, tensed at the

starting block, explode

into motion at the sound

of the starting gun. That

instant burst of motion

is a key to winning the

event. How would you

describe the motion of a

sprinter as she leaves

the starting block?

➥ Look at the text on page 57 for the answer.

Describing MotionChapter OverviewThe concepts used to describemotion—position, velocity, andacceleration—are difficult to grasp.Students are given tools to helpthem develop their intuition aboutthese abstract ideas. Sketches andmotion diagrams provide physicalmodels that help students grasp themeaning of the signs of quantities.

Problem solving requires devel-oping a strategy. In this chapter, thefirst step in a problem solving strat-egy is developed; students learn totranslate words into sketches andsymbols. The mathematical steps ofthe strategy are developed in laterchapters.

Key Termsaverage accelerationaverage speedaverage velocitycoordinate systemdisplacementdistanceinstantaneous velocitymotion diagramoperational definitionoriginparticle modelposition vectorscalar quantitytime intervalvector quantity

42

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Learning Styles

Look for the following logo for strategies that emphasize different learning modalities.

Kinesthetic Meeting Individual Needs, p. 45; Activity, p. 46; Assessment,p. 49; Pocket Lab, pp. 50, 55; Physics Lab, p. 58

Visual-Spatial Activity, p. 44; Quick Demo, p. 45; Assessment, pp. 45, 57;Tech Prep, p. 53

Interpersonal Meeting Individual Needs, p. 56; Applying Physics, p. 57;Activity, p. 59

Intrapersonal Meeting Individual Needs, p. 51

Linguistic Physics Journal, pp. 45, 49, 54; Reteaching, p. 46; Extension, p. 51

Logical-Mathematical Uncovering Misconceptions, p. 48; Activity, pp. 51, 53

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CD-ROMInteractive PhysicsUse the Interactive Physics CD-ROM to create physics simu-lations for your students.

3CHAPTER

In the fabled race between the tortoise and the hare, themoral of the tale was “slow and steady wins the race.” That may be good advice for a long-distance race between

hare and tortoise, but it is not the best way to win every race. Forexample, the short length of the 100-m dash means that a runnermust reach top speed as soon as possible. What’s more, a runnermust maintain that top speed until she crosses the finish line. Florence Griffith-Joyner needed only 10.49 s to run the 100-mcourse at the 1988 Olympics. She won an Olympic gold medalfor her record-breaking performance. Florence Griffith-Joynercould move!

And so does almost everything else. Movement is all aroundyou—fast trains and slow breezes; speedy skiers and lazy clouds.The movement is in many directions—the straight-line path of abowling ball in a lane’s gutter and the curved path of a tether ball;the spiral of a falling kite and the swirls of water circling a drain.Do you ever think about motion and how things move? Do youwonder what’s happening as a basketball swishes through thebasket, or a football sails between the goal posts?

In the previous chapter, you learned about several mathemati-cal tools that will be useful in your study of physics. In this chap-ter, you’ll begin to use these tools to analyze motion in terms of displacement, velocity, and acceleration. When you understandthese concepts, you can apply them in later chapters to all kindsof movement, using sketches, motion diagrams, graphs, andequations. These concepts will help you to determine how fastand how far an object will move, whether the object is speedingup or slowing down, and whether it is standing still or moving ata constant speed.

DescribingMotion

WHAT YOU’LL LEARN• You will describe motion by

means of motion diagramsincorporating coordinatesystems.

• You will develop descriptionsof motion using vector andscalar quantities.

• You will demonstrate thefirst step, Sketch the Problem,in the strategy for solvingphysics problems.

WHY IT’S IMPORTANT• Without a knowledge of

velocity, time intervals, anddisplacement, travel byplane, train, or bus would bechaotic at best, and thelanding of a space vehicleon Mars an impossibility.

3CHAPTER

43

PHYSICSTo find out more about motion, visitthe Glencoe Science Web site atscience.glencoe.com

Introducing the ChapterUSING THE PHOTO

Ask students how they woulddescribe the motion of sprinters ina 100-m dash. Have them give theirown definitions of time, distance,and speed, then describe qualita-tively how the sprinter’s speedchanges during the race. Theresponses you get will help youshape how you proceed.

43

CAUTION: Wear goggles.Start a “friction” or battery-powered toy vehicle runningalong a table. Ask students todescribe its motion. Ask how thevehicle’s motion is similar tothat of a sprinter and how it isdifferent.

DEMOQUICK

Assessment OptionsPORTFOLIO ASSESSMENT

Portfolio Assessment, TWE, p. 57Activity, TWE, p. 59Applying Physics, TWE, p. 57

PERFORMANCE ASSESSMENTPhysics Lab, SE, p. 58Physics Lab, TWE, p. 58Pocket Labs, SE, pp. 50, 55Performance Assessment, TWE, p. 49

KNOWLEDGE ASSESSMENTSection Review, SE, pp. 46, 51, 59Chapter Review, SE, pp. 60–61Demonstrations, TWE, pp. 49, 55

SKILL ASSESSMENTSkill Assessment, TWE, p. 45

PHYSICSBe sure to check the GlencoeScience Web site for links to chapter material: science.glencoe.com

STUDENT EDITIONPhysics Lab: p. 58Pocket Labs: pp. 50, 55

TEACHER EDITIONDemonstrations: pp. 48, 54Quick Demos: pp. 43, 45,

48, 53Activities: pp. 46, 59

LABORATORY MANUALLab 3.1

What comes to your mind when you hear the wordmotion? A speeding automobile? A spinning ride at

an amusement park? A football kicked over the crossbarof the goalpost? Or trapeze artists swinging back and forth in a regularrhythm? As you can see in Figure 3–1, when an object is in motion, itsposition changes, and that its position can change along the path of astraight line, a circle, a graceful arc, or a back-and-forth vibration.

Motion DiagramsA motion diagram is a powerful tool for the study of motion. You can

get a good idea of what a motion diagram is by thinking about the fol-lowing procedure for making a video of a student athlete training for arace. Point the camcorder in a single direction, perpendicular to thedirection of the motion, and hold it still while the motion is occurring,as shown in Figure 3–2. The camcorder will record an image 30 timesper second. Each image is called a frame.

OBJ ECTIVES• Draw and use motion dia-

grams to describe motion.

• Use a particle model torepresent a moving object.

3.1 Picturing Motion

44 Describing Motion

FIGURE 3–1 An object inmotion changes its position as it moves. You will learn about motion along a straightline, around a circle, along a curved arc, and along a back-and-forth path.

FIGURE 3–2 When the racebegins, the camcorder will recordthe position of the sprinter 30 times each second.

PREPAREContent RefresherOnly motion in a straight line isconsidered. The motion diagram,using the particle model, is intro-duced to represent motion.

BridgingThis section begins the study ofmotion based on the underlyingideas presented in Chapter 1.

1 FOCUSActivity

Visual-Spatial A motion dia-gram is similar to a series of snap-shots of a moving object taken fromthe same angle and location at suc-cessive times. Ask students to drawa rough sketch of what the serieswould look like for an object mov-ing to the left, to the right, atincreasing speed, and at decreasingspeed. ELLL1

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SECTION 3.1

Program Resources

Study Guide, pp. 13–14 Transparency 3 and Master

Laboratory Manual, pp. 13–16 Reteaching, p. 4 L1

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ELLL1

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Texas TEKS

Pages 44–45: 4(A), 4(B), 4(E) Pages 46–47: 3(D), 4(B)

Figure 3–3 shows what a series of consecutive frames might look like.Notice that the runner is in a different position in each frame, but every-thing in the background remains in the same position. These facts indi-cate that relative to the ground, only the runner is in motion.

Now imagine that you stacked the frames on top of one another asshown in Figure 3–4. You see more than one image of each movingobject, but only a single image of all motionless objects. A series ofimages of a moving object that records its position after equal timeintervals is called a motion diagram. Successive images recorded by acamcorder are at time intervals of one-thirtieth of a second. Those inFigure 3–4 have a larger time interval.

Some examples of motion diagrams are shown in Figure 3–5. In onediagram, a jogger is motionless, or at rest. In another, she is moving ata constant speed. In a third, she is speeding up, and in a fourth, she isslowing down. How can you distinguish the four situations?

In Figure 3–3, you saw that motionless objects in the backgrounddid not change positions. Therefore, you can associate the jogger inFigure 3–5a with an object at rest. Now look at the way the distancebetween successive positions changes in the three remaining diagrams.If the change in position gets larger, as it does in Figure 3–5c, thejogger is speeding up. If the change in position gets smaller, as inFigure 3–5d, she is slowing down. In Figure 3–5b, the distancebetween images is the same, so the jogger is moving at a constant speed.

You have just defined four concepts in the study of motion: at rest,speeding up, slowing down, and constant speed. You defined them interms of the procedure or operation you used to identify them. For thatreason, each definition is called an operational definition. You willfind this method of defining a concept to be useful in this course.

3.1 Picturing Motion 45

FIGURE 3–3 If you relate theposition of the runner to thebackground in each frame, youwill conclude that the sprinter isin motion.

FIGURE 3–4 This series ofimages, taken at regular intervals,creates a motion diagram for thestudent’s practice run.

FIGURE 3–5 By noting the dis-tance the jogger moves in equaltime intervals, you can determinethat the jogger in a is standingstill, in b she is moving at a con-stant speed, in c she is speedingup, and in d she is slowing down.

a b

c d

2 TEACH

45

CAUTION: Wear goggles.Start a battery-operated or fric-tion toy vehicle moving acrossthe floor or table and ask stu-dents to draw motion diagramsrepresenting the vehicle movingto the left and then to the rightat constant speed. Use anunpowered car with a ramp todemonstrate increasing speed asthe car comes down the rampand decreasing speed as it slowsdown on the tabletop. Havestudents draw the motiondiagrams. LSELLL1

DEMOQUICK

Visually Impaired As time intervals arecalled out by a sighted student, the slowmotion of an electrically powered toy truckcould be lightly traced by the hands of avisually impaired student. Markers, such as balls of clay, could be pressed down tomark the location of the truck at each timeinterval. These clay balls would be a tactilerepresentation of the dots of a motiondiagram. LSELLL1

MeetingIndividual Needs

MeetingIndividual Needs

Linguistic Ask students tochoose the point on the movingobject that they would use whendeveloping a particle model forthe motion of a runner, a biker,a dog, a football, and a car. Intheir journals, have them explainthe reasons for their choice. L1

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Physics JournalPhysics Journal

SKILL Have students drawmotion diagrams for a runnermoving east at constant speed, a bike rider traveling west atconstant speed, a train slowingdown as it enters a station, andan airplane speeding up as itmoves down a runway beforetakeoff. LSELLL1

Assessment

HELP WANTEDAUTO MECHANICOur automotive technicianshave vocational/technicalschool or military training;have successfully passed cer-tification exams; own theirown basic tools; and haveexcellent mechanical apti-tude, reasoning ability, andknowledge of electronics andvarious automotive systems.They complete our educa-tional programs and on-the-job training while advancingwithin the organization. Forinformation contact:Automotive Service AssociationP.O. Box 929Bedford, TX 76095-0929

The Particle ModelKeeping track of the motion of the runner is easier if you disregard

moving arms and legs and concentrate on a single point at the centerof her body. In effect, you can consider all of her mass to be concen-trated at that point. Replacing an object by a single point is called theparticle model. But to use the particle model, you must make sure thatthe size of the object is much less than the distance it moves, and youmust ignore internal motions such as the waving of the runner’s arms.In a camcorder motion diagram, you could identify one central pointon the runner, for example, the knot on her belt, and make measure-ments of distance with relation to the knot. In Figure 3–6, you can seethat the particle model provides simplified versions of the motion dia-grams in Figure 3–5. In the next section, you’ll learn how to create anduse a motion diagram that shows how much distance was covered andthe time interval in which it occurred.

Section Review1. Use the particle model to draw a

motion diagram for a runner movingat a constant speed.

2. Use the particle model to draw amotion diagram for a runner startingat rest and speeding up.

3. Use the particle model to draw amotion diagram for a car that startsfrom rest, speeds up to a constantspeed, and then slows to a stop.

4. Critical Thinking Use the particle model to draw a motion diagram fora wheel of an auto turning at a con-stant speed. Assume that the wheel istouching the ground and does notslip. Place the dot at the hub of thewheel. Would it make any differenceif the dot were placed on the rim ofthe wheel? Explain.

3.1

46 Describing Motion

FIGURE 3–6 Using the particlemodel, you can draw simplifiedmotion diagrams such as thesefor the jogger in Figure 3–5.

a b

c d

3 ASSESSChecking forUnderstandingAsk students how the interpretationof motion diagrams showing con-stant speed, speeding up, and slowing down would change if the motion were from right to leftrather than left to right. Which diagram would represent the samemotion? constant speed Which dia-grams would represent differentmotions? speeding up and slowing down

ReteachingLinguistic On the chalkboard

or overhead, draw motion diagramsillustrating the three kinds ofmotion described in the text. Havestudents create a situation thatwould produce such a diagram.

ExtensionKinesthetic Have students

pull tapes through a dot timer asthey quickly walk 3 or 4 m, thenhave them examine their tapes andfind places where they were speed-ing up, slowing down, and movingat a steady speed.

4 CLOSEActivity

Kinesthetic Have studentswalk a motion diagram. Place stick-on notes on the wall to representequal time intervals. Make the distances between some stick-onsequal, some larger, and somesmaller. Have students begin at thefirst stick-on note. Clap your handsonce each second. At each clap, thestudent advances to the next note.Ask students when they were speed-ing up, when they were slowingdown, and when they were movingat a constant speed. ELLL1

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1.

2.

3.

4.The dot on the hub moves as the wheelmoves. If it were on the rim it would be

Section Review3.1

Would it be possible to make measurements of dis-tance and time from a motion diagram such as

that shown in Figure 3–7? Before turning on the cam-corder, you could place a meterstick or a measuring tape on the groundalong the path of the runner. The measuring tape would tell you where therunner was in each frame. A clock within the view of the camera could tellthe time. But where should you place the measuring tape? When shouldyou start the stopwatch?

Coordinate SystemsWhen you decide where to put the measuring tape and when to start

the stopwatch, you are defining a coordinate system. A coordinate sys-tem tells you where the zero point of the variable you are studying islocated and the direction in which the values of the variable increase.The origin is the point at which the variables have the value zero. In theexample of the runner, the origin, that is, the zero end of the measuringtape, can be placed at the starting line. The motion is in a straight line,thus your measuring tape should lie along that straight line. The straightline is an axis of the coordinate system. You probably would place thetape so that the meter scale increases to the right of the zero, but puttingit in the opposite direction is equally correct. In Figure 3–8, the originof the coordinate system is on the left.

To measure motion in two dimensions, for example, the motion of ahigh jumper, you need to know both the direction parallel to theground and the height above the ground. That is, you need two axes.Normally, the horizontal direction is called the x-axis, and the verticaldirection, perpendicular to the x-axis, is called the y-axis.

Where and When?

OBJ ECTIVES• Choose coordinate systems

for motion problems.

• Differentiate betweenscalar and vector quantities.

• Define a displacement vector and determine atime interval.

• Recognize how the chosencoordinate system affectsthe signs of vectorquantities.

3.2

3.2 Where and When? 47

FIGURE 3–8 When the origin isat the left, the positive values ofx extend horizontally to the right,and the positive values of yextend vertically upward.

FIGURE 3–7 To determine timeand distance, a coordinate sys-tem must be specified.

y

xOrigin

PREPAREContent RefresherThe choice of a coordinate system ispresented as a matter of preference.Vectors and scalar quantities aredefined. Position and displacementvectors are introduced and timeintervals are defined.

BridgingThis section moves from the purelyqualitative motion diagram ofSection 3.1 to a more quantitativedescription of motion.

1 FOCUSConvergent QuestionAsk students to consider the varietyof coordinate systems used in thegame of football. What origins anddirections are used to determinewhether or not a first down hasbeen made? To find the length of a punt or its return? A field goal?Under what conditions is a clock set to zero?

47

SECTION 3.2

VideodiscSTVS: Earth and SpaceDisc 3, Side 1World’s Worst Weather (Ch. 15)

!8^Ñ"

CD-ROMPhysics for the Computer AgeWHAT IS PHYSICS? Physics onthe JobMATHEMATICALRELATIONSHIPS: GraphicalRelationships

Program Resources

Study Guide, pp. 15–16 Critical Thinking, pp. 4–5 Physics Skills, p. 33 Physics Lab and Pocket Lab

Worksheets, p. 11 L1

L1

L1

L1

You can locate the position of a sprinter at a particular time on amotion diagram by drawing an arrow from the origin to the belt of thesprinter, as shown in Figure 3–9a. The arrow is called a position vector.The length of the position vector is proportional to the distance of theobject from the origin and points from the origin to the location of themoving object at a particular time.

Is there such a thing as a negative position? If there is, what does itmean? Suppose you chose the coordinate system just described, that is,the x-axis extending in a positive direction to the right. A negative posi-tion would be a position to the left of the origin, as shown in Figure 3–9b. In the same way, a negative time would occur before theclock or stopwatch was started. Thus, both negative positions and timesare possible and acceptable.

Vectors and ScalarsWhat is the difference between the information you can obtain

from the devices in Figure 3–10a and what you can learn from Figure 3–10b? In Figure 3–10a, you learn that 15 s have elapsed, thetemperature is 25°C, and the mass of the grapes on the balance is125.00 g. Each of these is a definite quantity easily recorded as a

48 Describing Motion

y

xOrigin

FIGURE 3–9 Two position vec-tors in a, drawn from the origin tothe knot on the sprinter's belt,locate her position at two differ-ent times. The position of thesprinter in b, as she walks towardthe starting block, is negative inthis coordinate system.

y

xOrigin

a

b

F.Y.I.The gold medal for themen’s 4 � 100 m relay inthe 1996 Olympics waswon by Canada with a timeof 37.69 s. Donovan Baileyset the pace with a time of8.96 s in his split.

2 TEACHConcept DevelopmentDo Demonstration 3–1 to establisha classroom coordinate system.

Convergent QuestionAsk students what determines thesign of a position vector in one-dimensional motion. A position vector is positive or negative dependingupon whether it is on the side of theorigin defined as the positive directionor on the opposite, negative side.

48

CAUTION: Wear goggles.Revisit the Quick Demo on page45, but now add a meterstickand stopwatches. Have studentsdecide where the zero end of themeterstick should be placed andin which direction it shouldpoint. Ask whether any measure-ments would change dependingupon the placement of the zeroend of the meterstick. The mag-nitudes of time and distancemeasurements would not change,but vectors representing positionand velocity would have differentsigns.

DEMOQUICK

UncoveringMisconceptions

Logical-MathematicalStudents don’t believe that time canbe negative. Point out the differencebetween a stopwatch, which startsat t � 0, and an ordinary clock. Forthe clock, t � 0 every day at mid-night and continues in a positivedirection for a day. Ask students to figure out the negative time atwhich they ate dinner yesterday andthe time they went to bed. Thenusing their negative times, havethem find the time interval betweenthese events. Are they the same iffigured in the ordinary way? L1

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DEMONSTRATION 3-1

PURPOSE To illustrate the nature of a coordinate systemand provide the basis for students to developa better understanding of distances

MATERIALS Metersticks or metric measuring tapes, mark-ers, construction paper

PROCEDURE 1. Explain to students that they will establish

a coordinate system for their classroom.

They will choose an origin and the direc-tion of the positive axis. Although they willnow consider only one dimension, eventu-ally the coordinate system will be expandedto three dimensions. Therefore, the originmust be chosen with that in mind.Generate discussions about what might bethe most convenient location. A front cornerof the room, roughly halfway between floor andceiling, should work well. Thus, the directiontoward the rear of the room would be positive.

number with its units. A quantity such as these that tells you only themagnitude of something is called a scalar quantity.

Other quantities, such as the location of one city with respect to another,require both a direction and a number with units. In Figure 3–10b, thelength of the arrow between Wichita, Kansas, and Kansas City, Missouri, isproportional to the distance between the two cities. You can calculate thedistance using the scale of miles for the map. The distance between the twocities, 192 miles, is a scalar quantity. In addition, the arrow tells you thedirection of Kansas City in relation to Wichita. Kansas City is 192 milesnortheast of Wichita. This information, represented by the arrow on themap, is called a vector quantity. A vector quantity tells you not only themagnitude of the quantity, but also its direction.

Symbols often are used to represent quantities. Scalar quantities arerepresented by simple letters such as m, t, and T for mass, time, and tem-perature, respectively. Vector quantities are often represented by a letterwith an arrow above it, for example, →v for velocity and →a for accelera-tion. In this book, vectors are represented by boldface letters, for exam-ple, v represents velocity and a represents acceleration.

Time Intervals and DisplacementsThe motion of the runner depends upon both the scalar quantity

time and the vector quantity displacement. Displacement defines thedistance and direction between two positions. The sprinter begins at thestarting line and a short time later crosses the finish line. How long didit take her to move this far? That is, what was the change in time dis-played on the clock? You would find this by subtracting the time shownwhen she started from the time shown when she finished the race.Assign the symbol t0 to her starting time and the symbol t1 to her timeat the finish line. The difference between t0 and t1 is the time interval.A common symbol for the time interval is �t, where the Greek letterdelta, �, is used to mean a change in a quantity. The time interval isdefined mathematically as �t � t1 � t0.

3.2 Where and When? 49

Wichita

Kansas City

Kans

asM

isso

uri

Emporia

Topeka70 70

35

335

35

FIGURE 3–10 Time, tempera-ture, and mass are scalar quanti-ties, expressed as numbers withunits. The arrow in b represents avector quantity. It indicates thedirection of Kansas City relativeto Wichita and its length is pro-portional to the distance betweenthe two cities.

a b

Color Convention

• Displacement vectors aregreen.

Concept DevelopmentDiscuss the method you will use todistinguish scalars from vectors onthe chalkboard, or when using theoverhead projector, and on hand-outs or exams.

49

Linguistic Have studentsmake a list in their journals ofvectors and scalar quantitiesother than those shown inFigure 3–10.

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Physics JournalPhysics Journal

CD-ROMPhysics for the Computer AgeVECTORS: Introduction to VectorsVELOCITY: Position and Distance

PERFORMANCE Have studentsdetermine the position of twoobjects in the classroom usingthe classroom coordinate systemestablished in Demonstration3–1. Roll a ball or move anobject from one position toanother and ask students todetermine the displacement. Askthem what would have been thesame and what would have beendifferent if a different coordinatesystem had been chosen. Thepositions would have changed, butthe displacement would haveremained the same. LSELLL1

Assessment

Texas TEKS

Pages 48–49: 4(B), 4(E)

2. Have students decide how frequently marksshould be established. Each meter or halfmeter works well.

3. Have students work in groups to locate andmark distances along the chosen wall.

4. Make a table of the positions of several itemsin the room using the coordinate system.

RESULTS The coordinate system can be used to helpstudents estimate distances and velocities.

KNOWLEDGE Ask students what wouldchange and what would be the same if therear of the room had been chosen as the origin. The position of the marked objects wouldchange, but the distances between them wouldremain the same. ELLL1

Assessment

Figure 3–11a shows that the time interval for the 100-m sprinter fromthe start to the time when she is halfway through the course is 6.0 s.What was the change in position of the sprinter as she moved from thestarting block to midway in the race? The position of an object is the sep-aration between that object and a reference point. The symbol d may beused to represent position. Figure 3–11b shows an arrow drawn fromthe runner’s initial position, d0, to her position 50 m along the track, d1.This arrow is called a displacement vector and is represented by the sym-bol �d. The change in position of an object is called its displacement.

The length, or size, of the displacement vector is called the distancebetween the two positions. That is, the distance the runner moved fromd0 to d1 was 50 m. Distance is a scalar quantity.

What would happen if you chose a different coordinate system, thatis, if you measured the position of the runner from another location?While both position vectors would change, the displacement vectorwould not. You will frequently use displacement when studying themotion of an object because displacement is the same in any coordinatesystem. The displacement of an object that moves from position d0 tod1 is given by �d � d1 – d0. The displacement vector is drawn with itstail at the earlier position and its head at the later position. Note in

50 Describing Motion

Meters

0 10 20 30 40 50 60 70 80 90 100 x

t0 t1

0

5

192837

46

0

5

192837

46

Meters

0 10 20 30 40 50 60 70 80 90 100 x

t0 t1

0

5

192837

46

0

5

192837

46

FIGURE 3–11 In a, you can seethat the sprinter ran 50 m in thetime interval t1 � t0, which is 6 s.In b, the initial position of thesprinter is used as a referencepoint. The displacement vectorindicates both the magnitude and direction of the sprinter’schange in position during the 6-s interval.

a

b

Pocket LabRolling Along

Tape a 2.5- to 3-m strip ofpaper to the floor or othersmooth, level surface. Gentlyroll a smooth rubber or steelball along the paper so that ittakes about 4 or 5 s to coverthe distance. Now roll the ballwhile a recorder makes beepsevery 1.0 s. Mark the paper atthe position of the rolling ballevery 1.0 s.Analyze and Conclude Arethe marks on the paper evenlyspaced? Make a data table ofposition and time and use thedata to plot a graph. In a fewsentences, describe the graph.

Visual LearningHave students look at Figure 3–12and note that in each coordinatesystem, the vector �d is the differ-ence between d1 and d0. (Themethod of vector subtraction willbe taken up in Chapter 4.) Ask stu-dents to illustrate a situation inwhich the runner moved from rightto left.

3 ASSESSChecking forUnderstandingAsk students under what conditionsthe positions would be negative butthe displacement positive. when thepositions were on the negative side ofthe origin and the object moved towardthe origin When would the displace-ment also be negative? when theobject moved away from the origin Askstudents how there could be bothpositive and negative displacementswhen the two position vectors havedifferent signs. Motion from a nega-tive to a positive position would be apositive displacement. Motion from a positive to a negative position wouldbe a negative displacement.

50

Rolling AlongPurpose To have students measureand analyze the motion of an objectthat is slowing down

Materials 2.5- to 3-m length ofpaper, ball, graph paper, taperecorder and tape with beeps spacedat 1.0-s intervals

Outcome The ball travels less dis-tance in each 1.0-s interval.

Analyze and Conclude The slope ofthe graph decreases with time, whichindicates that the velocity of the ballis decreasing. LS

Connections To History

CONSISTENCY IN MEASUREMENTBefore the metric system was widely adoptedin the 19th century, most countries used thefoot as the basic unit of measurement.However, the English and Russian foot was 0.328 m, the Danish foot 0.319 m, theSwedish foot 0.339 m, and the Swiss foot0.333 m. Moreover, the Swedish and Swissfeet were each divided into 10 inches, not 12.Units for measuring longer distances, areas,

volumes of liquids and solids, and mass weresimilarly confused. The United States was one of 17 countries that signed the Treaty of the Meter in 1875, which established the International Bureau of Weights andMeasures. Since 1893, the foot, pound, andquart have been defined in terms of metricstandards.

Figure 3–12a and Figure 3–12b the two different placements of theorigin of the x-axis. The displacement, �d, in the time interval from 2 s to 6 s does not change, as shown in Figure 3-12c.

Section Review1. The dots below are a motion

diagram for a car speeding up. The starting point is shown. Make a copy of the motion diagram, and draw displacement vectorsbetween each pair of dots using agreen pencil.

Begin End

• • • • • •

2. The dots below are a motion diagram for a runner slowing to a stop at the end of a race. On a copy of the motion diagram, drawdisplacement vectors between eachpair of dots.

Begin End

• • • • • •

3. The dots below are a motion diagramfor a bus that first speeds up, thenmoves at a constant speed, then brakesto a halt. On a copy of the diagram,draw the displacement vectors andexplain where the bus was speedingup, where it was going at a constantspeed, and where it was slowing down.

Begin End

• • • • • • • • • •

4. Critical Thinking Two students com-pared the position vectors they eachhad drawn on a motion diagram toshow the position of a moving objectat the same time. They found that thedirections of their vectors were notthe same. Explain.

3.2

513.2 Where and When?

0 10 20 30 40 50 60 70 80 90 100 x

d1

d0

∆d

090 80 70 60 50 40 30 20 10100x

d0

d0

d1

∆d

d1

d1

d0

d0

0

5

192837

46

0

5

192837

46

0

5

192837

46

FIGURE 3–12 The displace-ment of the sprinter during the4-s time interval is found by

subtracting d0 from d1. �d isthe same in both coordinatesystems.

a

b

c

ReteachingDraw two motion diagrams, onewith equally spaced dots and theother having dots with increasingspaces. Ask students what steps areneeded to find the displacement ofthe object in a specified time inter-val. Assign a coordinate system. Drawvectors from the origin to the dotsdefining the time interval. Subtract thetwo vectors to find the displacement.

ExtensionLinguistic Discuss situations

in which the distance traveled is notequal to the magnitude of the dis-placement between two points. Forexample, the distance between twobases in baseball is 90 feet, but aplayer might take a leadoff, then goback and forth several times beforerunning. Have students describeinstances in which the distance iseither greater than or equal to thedisplacement. Could the distanceever be less than the displacement?no

4 CLOSEActivity

Logical-Mathematical Drawa displacement vector on the chalk-board and ask students to suggesttwo coordinate systems, one inwhich the displacement would bepositive and one in which it wouldbe negative. It would be positive if thedisplacement is in the same directionas the positive axis and negative if thedisplacement is in the direction oppo-site the positive axis. Ask them todefine coordinate systems in whichboth positions are negative, bothpositive, and one negative while theother is positive. L1

LS

L1

LS

51

1.

2.

3.

4. Position vectors depend on the origin of the coordinate system that is chosen.This makes no difference, because onlydisplacement vectors, which do notdepend on the origin, are important.

Begin End

Begin End

Begin EndLearning Disabled How well can studentsjudge the length of a 10-s time interval?Have students close their eyes. Announce astart time and ask them to raise their handswhen 10 s have elapsed. Announce the endof the timed interval. Suggest methods of estimating times, such as counting “one Mississippi.” LSELLL1

MeetingIndividual Needs

MeetingIndividual NeedsSection Review3.2

Texas TEKS

Pages 50–51: 2(B), 2(D), 3(B),4(B), 4(E)

Thinking Critically1. No. When backing up, the transmission is in

reverse and the gear attached to the cable isnot engaged.

2. No, the circumference of the tires is the measure of distance traveled. The wheels arelinked to the gear that causes the cable tospin, and the gear is calibrated for a particularsize of tire. Incorrect speedometer readingsoccur when a larger tire, or any wrong-sizedtire, is used.

52

SpeedometersA speedometer is a device for measuring the speed or rate of change of position of an object.Automobiles have relied on magnetic speedometers for decades. In these cars, the speedometer isdependent on the rotation of a gear on the transmission of the car. Recently however, an increas-ing number of automobiles rely on electronics for many of the automobile’s systems, includingthe speedometer. In these cars, the speedometer is dependent upon a signal produced by a sensorwithin the transmission.

5 The spring is connected to a pointer that rotatesin front of a dial. The dial is usually graduatedin both miles per hour and kilometers per hour.

In automobiles with an electronic speedometer,the path from the transmission to a speed read-

ing is more direct. The elec-tronic transmission includesa vehicle speed sensor (VSS).The VSS produces electricalpulses that are in directproportion to the output of the gearbox. The electri-cal pulses are sent to amicroprocessor. Based onthe information it receives, the microprocessor turnson segments of a digital display that form numbersindicating the speed of the automobile.

52 Describing Motion

6

Thinking Critically1. When a car moves in

reverse, does the pointermove? Why or why not?

2. Would the speedometerreading be accurate iflarger tires were placedon the car? Explain.

In cars with a magnetic speedometer, the path-way from the transmission to the speedometerdial on the dashboard consists of four parts: a cable, a magnet, an aluminum ring, and apointer. When the automobile moves, a gear atthe rear end of the transmission causes a cableto spin. The cable moves faster when the carmoves faster, slower when the car moves slower.

1 The torque causes the aluminum ring to rotate.A spiral spring is set to maintain an oppositepush against the torque from the spinning mag-net. The faster the magnet spins, the greater thetorque, and the greater the spring push.

2

4

The cable is attached to a magnet that spins atthe same rate as the cable. Next to the magnetis an aluminum ring.

3 Because aluminum isnonmagnetic, it is unaf-fected by a stationarymagnet. However, inChapter 25, you willlearn that a movingmagnet will produce an electrical current in metals. Thus, thespinning magnet produces an electricalcurrent in the aluminumring and causes the ringto act like a magnet.This produces a twistingforce, called torque.

Purpose Students explore one of the manyuses of permanent magnets.

BackgroundMagnetic car speedometers replacedmechanical ones in the 1920s.Beginning in the late 1980s, somemodels of cars have been equippedwith electronic speedometers. 1000revolutions per minute of the per-manent magnet, or 8000 pulses perminute of the electronic speedome-ter, correspond to a vehicle speed of60 mph (92.5 km/h). Both types of speedometers are calibrated for a specific rear axle ratio and vehicletire size.

Visual LearningIf a speedometer is available, havestudents identify the basic parts.

Teaching Strategies• Ask students how the speed of the

rotating magnet is related to theposition of the pointer. The fasterthe magnet rotates, the greater thepull on the pointer and the higherthe speed of the vehicle. Ask if thepointer on the speedometer’s dialmoves if you rev the motor whilethe car is in park. Unlike a car’stachometer, the speedometer registersonly when the vehicle is in motion.

• Have students examine an analogspeedometer, then pose this ques-tion. Why does the speedometernot register when the car is mov-ing in reverse? The speedometerspring is wound in a counterclock-wise direction. This, together with thesmall peg in the bottom-left corner ofthe dial face, prevents the pointer frommoving in the opposite (counterclock-wise) direction.

Texas TEKS

Pages 52–53: 3(B), 4(B)

You’ve learned how to use a motion diagram toshow objects moving at different speeds. How

could you measure how fast they are moving? Withdevices such as a meterstick and a clock, you can measure position andtime. Can these two quantities be combined in some way to create aquantity that tells you the rate of motion?

VelocitySuppose you recorded a speedy jogger and a slow walker on one

motion diagram, as shown in Figure 3–13. From one frame to the next,you can see that the position of the jogger changes more than that of thewalker. In other words, for a fixed time interval, the displacement, �d,is larger for the jogger because she is moving faster. The jogger covers alarger distance than the walker does in the same amount of time. Now,suppose that the walker and the jogger each travel 100 m. Each wouldneed a different amount of time to go that distance. How would thesetime intervals compare? Certainly the time interval, �t, would be smaller for the jogger than for the walker.

Average velocity From these examples, you can see that both dis-placement, �d, and time interval, �t, might reasonably be needed tocreate the quantity that tells how fast an object is moving. How couldyou combine them?

The ratio �d/�t has the correct properties. It is the change in positiondivided by the time interval during which that change took place, or(d1� d0)/(t1� t0). This ratio increases when �d increases, and it also in-creases when �t gets smaller, so it agrees with the interpretation youmade of the movements of the walker and runner. It is a vector in thesame direction as the displacement. The ratio �d/�t is called the average velocity, v�.

Average Velocity v� � ��

�

d

t� � �

d

t1

1

�

�

d

t0

0�

The symbol � means that the left-hand side of the equation isdefined by the right-hand side.

Velocity andAcceleration

OBJ ECTIVES• Define velocity and

acceleration operationally.

• Relate the direction andmagnitude of velocity andacceleration vectors to themotion of objects.

• Create pictorial and physi-cal models for solvingmotion problems.

3.3

3.3 Velocity and Acceleration 53

FIGURE 3–13 Because the jogger is moving faster than thewalker, the jogger’s displacementis greater than the displacementof the walker in each time interval.

PREPAREContent RefresherVelocity and acceleration are intro-duced using a conceptual, qualitativeapproach. Motion diagrams, drawnin conjunction with coordinate sys-tems, allow students to determinethe signs of velocity and accelera-tion. The first step in the problemsolving strategy is introduced.

BridgingThe choice of a coordinate systemand the creation of motion diagrams,introduced in Sections 3.1 and 3.2,are emphasized in problem solving.

1 FOCUSActivity

Logical-Mathematical Askstudents to identify what quantitiesthey would have to know to deter-mine whether an object was movingfast or slow. distance or change in posi-tion and time interval Have them add,subtract, and multiply these quanti-ties, keeping track of the units ineach operation. Encourage them tofind the combination that producesa quantity that behaves according totheir idea of speed. Point out thatvelocity is a human construct, notdictated by the physical world.

2 TEACH

L1

LS

53

SECTION 3.3

CAUTION: Wear goggles.A stopwatch, a meterstick, and a battery-powered car or truckwith two speeds can illustrate howdistances and time intervals enterinto velocity. Two students—onewalking slowly, the other walk-ing quickly—can substitute forthe vehicle. Ask students thequestions posed in the first paragraph on this page of thestudent text.

DEMOQUICKProgram Resources

Study Guide, pp. 17–18 Enrichment, pp. 5–6 Physics Lab and Pocket Lab

Worksheets, pp. 9–10, 12 L1

L1

L1 COMPUTER ART

Visual-Spatial Students who arestudying CAD-CAM packages will have theability to create or use computer clip art tohelp illustrate problem sketches. Encouragethem to use the arrow-drawing capabilitiesof the software to draw motion diagrams.

LS

TECHPREP

The average speed is the ratio of the total distance traveled to thetime interval. Automobile speeds are measured in miles per hour (mph)or kilometers per hour (km/h), but in this course, the usual unit will bemeters per second (m/s).

Instantaneous velocity Why average velocity? A motion diagramtells you the position of a moving object at the beginning and end of atime interval. It doesn’t tell you what happened within the time inter-val. Within a time interval, the speed of the object could have remainedthe same, increased, or decreased. The object may have stopped or evenchanged directions. All that can be determined from the motion dia-gram is an average velocity, which is found by dividing the total dis-placement by the time interval in which it took place.

What if you want to know the speed and direction of an object at a particular instant in time? The quantity you are looking for isinstantaneous velocity. In this text, the term velocity will refer toinstantaneous velocity, represented by the symbol v.

Average velocity motion diagrams How can you show averagevelocity on a motion diagram? Although the average velocity vector is inthe same direction as displacement, the two vectors are not measured inthe same units. Nevertheless, they are proportional; when displacement islarger over a given time interval, so is average velocity. A motion diagramisn’t a precise graph of average velocity, but you can indicate the directionand magnitude of the average velocity vectors on it. Use a red pencil todraw arrows proportional in length to the displacement vectors. Labelthem, as shown in Figure 3–14.

The definition of average velocity, v� � �d/�t, shows that you couldcalculate velocity from the displacement of an object, but look at theequation in a different way. Rearrange the equation v� � �d/�t by multi-plying both sides by �t.

Displacement from Average Velocity and Time �d � v��t

54 Describing Motion

Meters

v

d

0 10 20 30 40 50 60 70 80 90 100 x

t0 t1

0

5

192837

46

0

5

192837

46

FIGURE 3–14 Average velocityvectors have the same directionas their corresponding displace-ment vectors. Their magnitudesare different but proportional andthey have different units.

F.Y.I.The first person to reachthe speed of sound, Mach I,was Major Charles E.“Chuck” Yeager of the U.S. Air Force. He attainedMach 1.06 at 43 000 feet in1947 while flying the BellX-1 rocket research plane.

Color Conventions

• Displacement vectors aregreen.

• Velocity vectors are red.

UncoveringMisconceptionsThe word per, as in “meters per sec-ond,” causes many students prob-lems. Ask what it means to say thata car is traveling at 50 miles per hour.Stress that the car moves 50 milesin each hour. Once this is under-stood, it will be easier for studentsto understand the need to multiplythe speed by the time interval tofind the distance traveled.

Concept DevelopmentStudents sometimes wonder howlong to draw velocity vectors. Tellthem that the exact length isn’timportant. Motion diagrams areaids to understanding, not precisegraphical descriptions of motion.Emphasize, however, that in anyparticular problem, vector lengthsshould be proportional to the mag-nitude of the quantity they repre-sent. Students will learn more aboutthe graphical use of vectors inChapter 4. L1

54

Linguistic In their journals,have students begin a list of typ-ical speeds of objects. The listshould include the distance trav-eled, the time interval, and thespeed (both in common mea-surements and in the metricequivalent). For example, asprinter runs 100 m in roughly10 s, for a speed of 10 m/s. L1

LS

Physics JournalPhysics Journal

CD-ROM Physics for the Computer AgeVECTORS: Average Velocity

DEMONSTRATION 3-2

PURPOSE To give students experience with motiondiagrams

MATERIALS Battery-powered car or truck, marking pen,strip of wide paper 2 to 3 m long, metronomeor tape recorder with beeps recorded at 1.0-sintervals. If the car doesn’t travel in a straightpath, tape a plastic straw to its underside. Runa length of nylon fishing line through the

straw and along the car’s path, fastening theline to a table or other object at both ends ofthe paper.

PROCEDURE1. Have students mark reference lines near

the two ends of the paper. 2. Adjust the metronome or the tape recorder

so students can hear it. Turn the car on andstart it at one end of the paper.

Now, write the displacement, �d, in terms of the two positions d0and d1.

�d � d1� d0

Substitute d1� d0 for �d in the first equation.

d1 � d0 � v��t

Add d0 to both sides of the equation.

d1 � d0 � v��t

This equation tells you that over the time interval �t, the averagevelocity of a moving object results in a change in position equal to �vv��t.If there were no average velocity, there would be no change in position.

The motion diagrams in Figure 3–15 describe a long golf putt thatcomes to a stop at the rim of the hole. Study the diagrams to answerthese questions. When is the average velocity within a time intervalgreatest? When is it smallest? You can see that the average velocity vec-tor is the longest in the first time interval. There was the greatest dis-placement of the ball in that time interval because the average velocitywas greatest. The average velocity was the least in the last time intervalin which the length of the average velocity vector is shortest.

What is the direction of the average velocity vectors in Figure 3–15?Before answering, you must define a coordinate system. If the origin isthe point at which the ball was tapped by the golf club, then the ball wasmoving in a positive direction and the direction of the average velocityvector is positive, as shown in Figure 3–15a. But suppose you chose thehole as the origin. Then the direction of the average velocity vector isnegative, as shown in Figure 3–15b. Either choice is correct.

AccelerationThe average velocity of the golf ball in Figure 3–15 was changing from

one time interval to the next. You can tell because the average velocity vec-tors in each time interval have different magnitudes. At the same time, theinstantaneous velocity, or velocity, must also be changing. An object in

553.3 Velocity and Acceleration

FIGURE 3–15 The sign of theaverage velocity depends uponthe chosen coordinate system.The coordinate systems in a andb are equally correct.Origin

v is positive +x

v is negative+x

Origin

a

b

Pocket LabSwinging

Use a video recorder to capturean object swinging like a pen-dulum. Then attach a piece oftracing paper or other see-through material over the TVscreen as you play back thevideo frame by frame. Use a felt marker to show the posi-tion of the center of the swing-ing object at every frame as itmoves from one side of thescreen to the opposite side.Analyze and Conclude Doesthe object have a steady speed? Describe how the speed changes. Where is theobject moving the fastest? Doyou think that your results aretrue for other swinging objects? Why?

Concept Development• Emphasize the results of the

derivation on this page: a velocitydescribes a change in position.Frequently, students are sofocused on the definition ofvelocity as the change in positiondivided by the time interval thatthey think that a change in posi-tion causes velocity.

• The Pocket Lab on this page illus-trates a modern way of analyzingthe motion of a pendulum.Galileo observed the swaying ofan altar lamp and discovered thatregardless of the width of theswing, the time to move from one end of the path to the otherwas the same. How did he timethe swaying of the lamp? With his pulse!

55

SwingingPurpose To have students use anewer technology to make measure-ments of motion

Materials Camcorder, TV or monitor,tracing paper, felt pen

Outcome The object gains speed asit approaches the center and losesspeed after passing the center.

Analyze and Conclude The object hasits greatest speed at the center; itssmallest speed at the extreme posi-tions of its travel. It does not have asteady speed. LS

3. Have students mark the position of therear of the car at every beep. Thereshould be at least five marks.

RESULTSHave students draw velocity vectorsbetween adjacent dots. Measure thelengths of the vectors to determinewhether or not the car’s speed was con-stant. Ask students to select a coordinate

system and decide whether the velocitywas positive or negative.

KNOWLEDGE To further assess students’understanding of motion diagrams, askthe following questions.1. Was the car’s speed constant? During

the first second, it was probably smallerthan it was later.

2. How could you choose a coordinatesystem such that the car’s position wasalways negative but the velocity waspositive. Place the origin at or beyond theend point and begin the car’s travel alongthe negative axis.

Assessment

motion whose velocity is changing is said to be accelerating. Recall thatan object’s velocity changes when either the magnitude or direction of themotion changes.

How can you relate the change in velocity to the time interval overwhich it occurs to describe acceleration? When the change in velocity isincreasing or the change in velocity occurs over a shorter time interval,the acceleration is larger. The ratio �vv/�t has the properties needed todescribe acceleration.

Let a� be the average acceleration over the time interval �t.

Average Acceleration a� � ��

�

v

t� � �

v

t1

1

�

� t

v

0

0�

What is the unit of average acceleration? Both velocity and change invelocity are measured in meters per second, m/s, so because average accel-eration is change in velocity divided by time, the unit of average accelera-tion is meters per second per second. The unit is abbreviated m/s2.

Using motion diagrams to obtain average acceleration Howcan you find the change in average velocity using motion diagrams?Motion diagrams indicate position and time. From position and time,you can determine average velocity. You can get a rough idea, or qual-itative description, of acceleration by looking at how the averagevelocity changes.

In a motion diagram, the average acceleration vector, a� is propor-tional to the change in the average velocity vector, �v�. You can draw theaverage acceleration and change in average velocity vectors the samelength, but use the color violet to represent acceleration vectors.

Figure 3–16 shows a motion diagram describing a car that speeds up,then travels at a constant speed, and then slows down. The origin is atthe left, so the car is moving in the positive direction. You can see thatwhen the car is speeding up, the average velocity and average accelera-tion vectors are in the same direction, and they are both positive. Whenthe car is slowing down, the average velocity vector and the averageacceleration vector are in opposite directions. The average velocity ispositive, but the average acceleration is negative. When the velocity isconstant, the average velocity vectors are of equal length. There is nochange in average velocity; therefore, the average acceleration is zero.

When average velocity is increasing, as in the first four time intervalsof Figure 3–16, the acceleration is in the same direction as the average

56 Describing Motion

EARTH SCIENCECONNECTION

Wind Speed The Beaufort Scale is used bymeteorologists to indicatewind speeds. A windcomparable to the fastestspeed run by a person isclassed as 5, a strongbreeze. A wind as fast asa running cheetah isclassified as 11, a storm.Winds of up to 371 km/h(beyond the scale) havebeen registered onMount Washington, New Hampshire.

a aa = 0

1 2 3 4 5 6 7 8 9

+x

Time intervalFIGURE 3–16 In this diagram,the origin is on the left. As aresult, all the average velocityvectors are positive. The sign ofthe acceleration is determined bywhether the car is speeding up orslowing down.

Color Conventions

• Displacement vectors aregreen.

• Velocity vectors are red.

• Acceleration vectors areviolet.

Concept Development• Acceleration is an abstract concept

that is not easy for students tounderstand. Using the commonwords speed up and slow down allowsstudents to make connectionswith the less abstract concept—velocity.

• Refer again to the meaning of theword per. Then, note that the unitof acceleration, m/s/s or m/s2, isbest read as a given change invelocity in each second.

• Motion diagrams give a qualita-tive description of acceleration byshowing how average velocitychanges.

56

CD-ROMPhysics for the Computer AgeACCELERATION: Introduction toAcceleration

Cultural DiversityCultural DiversityThe Kalahari people of Africa hunt thefastest animal on Earth, the cheetah. Howcan the Kalahari catch the cheetah whenthey cannot run as fast? The Kalahari chasethe cheetah at a pace they can maintain foran extended period. The cheetah cannotmaintain its rapid pace for such a longtime. When the big cat tires and slows, theKalahari move in to catch it.

Visually Impaired Pair each visuallyimpaired student with a sighted studentand have them work cooperatively in trans-lating a word problem into pictures andsymbols. LSCOOP LEARNL1

MeetingIndividual Needs

MeetingIndividual Needs

Texas TEKS

Pages 54–55: 1(A), 2(B), 2(C),3(B), 4(B) Pages 56–57: 4(B)

v0

a a = 0

v1

v0

v1v1

a

v0

velocity. Similarly, the vector diagram in Figure 3–17a representsmotion that is speeding up from v0 to v1. When motion is slowingdown, as in time intervals 6–9 in Figure 3–16 and in Figure 3–17b, theaverage acceleration is in a direction opposite that of the average veloc-ity. When average velocity is constant, as in time intervals 4–6, v0 isequal to v1 and Figure 3–17c shows that the acceleration is zero.

You can now describe the motion of the sprinter as she leaves thestarting block in a 100-m race. Her average velocity is increasing to theright, so with the origin at the starting block, both her average velocityand average acceleration are positive. What happens to these quantitiesjust after the sprinter crosses the finish line? The average velocitydecreases but is still in a positive direction as the sprinter slows down,but slowing down means that the average acceleration is negative.

In the remainder of this chapter, you’ll learn how to sketch a problemand link it with the motion diagrams you’ve learned to draw. In manycases throughout this book, you’ll be asked to solve problems in threesteps. In this chapter, however, the focus will be on the first step.

Solving Problems1. Sketch the Problem Carefully read the problem statement

and make a mental picture of the problem situation. Decidewhether the problem has more than one part. Then, sketch thesituation. Establish a coordinate system and add it to yoursketch. Next, reread the problem and make a list of uniquesymbols to represent each of the variables that are given orknown. Finally, decide which quantity or quantities are unknownand give them symbols. This is called building a pictorial model.Next, create a physical model. When solving motion problems,the physical model is a motion diagram.

2. Calculate Your Answer Now use the physical model as aguide to the equations and graphs you will need. Use them tosolve for the unknown quantity.

3. Check Your Answer Did you answer the question? Is theanswer reasonable? This step is as important as the others,but it may be the hardest.

573.3 Velocity and Acceleration

FIGURE 3–17 The direction ofthe acceleration is determined bywhether the car is speeding up, slowing down, or traveling at con-stant speed.

a b c

Burst of Motion➥ Answers question from

page 42.

UncoveringMisconceptionsStudents often associate positiveacceleration with speeding up andnegative acceleration with slowingdown. Remind them that the signsof both velocity and accelerationdepend upon the coordinate systemin which they occur.

57

PORTFOLIO Ask students toconsider a car that starts at rest,backs up, and then comes torest. It then moves forward andcomes to a stop. Have themdraw separate motion diagramsfor the two directions of motionand assign one coordinate sys-tem for the entire motion.Which accelerations are positiveand which negative? If the for-ward direction is positive, slowingwhile backing and speeding upwhile moving forward are positive;the other two accelerations are neg-ative. Students can place theirdiagrams in their portfolios.

LSPL1

Assessment

Concept DevelopmentSolving physics problems is bestdone by following a strategy, a step-wise procedure. The strategy used inthis book has three steps. The firststep involves visualizing the prob-lem, which means translating fromwords to pictures and images.Students have already learned howmotion diagrams produce a physi-cal picture of the motion.

VideodiscSTVS: PhysicsDisc 1, Side 2Wind Engineering (Ch. 7)

!7rÖ"

THE PLANNING BEHINDTHE DASHAsk students how they wouldmake all arrangements for a 200-m dash to be run on a

straight, level roadway that has never beenused for races. Encourage students to bespecific about what must be done bothbefore and during the race to ensure thatthe race results are comparable with othertrack events. LSPL1

Applying Physics

TECHPREP

Process Skills Observing, measuring, usingspace/time relationships, comparingand contrasting, formulating models

UncoveringMisconceptionsMany students have difficulty sepa-rating the concepts of velocity andacceleration.

Alternate MaterialsDuct tape for marking spacings

Possible HypothesesStudents may think that the sprintershould reach a mark at the end ofeach second just as the walker does.

Possible Procedures1. For the walk, students use duct

tape to mark 2.0-m distances.2. The walker walks at a steady

2.0 m/s. She starts walking towardthe start line at 2.0 m/s, and timing begins when she passesthe zero mark. The timer calls outeach second, and it is the walker’sresponsibility to be at the nextmark at that time. Students esti-mate the position of the walkerat each second for five seconds.

3. For the sprint, students mark 5.0-m spacings. The sprintershould sprint from rest withoutregard for the time or markers.

Teaching SuggestionsBe sure students know that their jobis to create typical motion diagramsfor motion at a steady rate andmotion that is not at a steady rate.

Analyze and Conclude1. The walker had a steady velocity,

but the velocity of the sprinterwas increasing.

2. Each entry for velocity in the WALKportion was about the same for eachtime interval. The entries in the SPRINTportion increased as time passed. 3., 4.

Steady Walk

Sprint

Begin

a = 0

a

End

LS

5. The velocity vectors are all the same lengthfor the walk, but for the sprint, they startshort and become longer with each second.

6. The sprinter is accelerating, but the accelera-tion of the walker is zero.

Apply1. The sprinter runs with increasing velocity and

acceleration.

PERFORMANCE Have students draw a motiondiagram to describe this situation: At the start-ing gun, a sprinter started from rest and rapidlyincreased her velocity until halfway through thecourse when she was moving at her maximumvelocity. She maintained that velocity until thefinish line. The motion diagram is similar to themotion diagram for the sprinter given in Analyzeand Conclude items 2 and 3.

58

Notion of MotionProblem

You are to construct motion diagrams basedon a steady walk and a simulated sprint.

HypothesisDevise a procedure for creating motiondiagrams for a steady walk and a sprint.

Possible Materialsstopwatchmetersticks10-m length of string, cord, or tape

Plan the Experiment1. Decide on the variables to be measured

and how you will measure them.

2. Decide how you will measure thedistance over the course of the walk.

3. Create a data table.

4. Organize team members to perform theindividual tasks of walker, sprinter, time-keeper, and recorder.

5. Check the Plan Make sure yourteacher approves your final plan beforeyou proceed.

6. Think about how the procedures you usefor the fast sprint may differ from thoseyou used for the steady walk, then follow steps 1—5.

7. Dispose of, recycle, or put away materials as appropriate.

Analyze and Conclude1. Organizing Data Use your data to write

a word description of each event.

2. Comparing Results Describe the data in the velocity portion of the WALK portion of the experiment. Then describethe data in the velocity portion of theSPRINT portion of the experiment.

3. Comparing Data Make a motion dia-gram for each event. Label the diagramsBegin and End to indicate the beginningand the end of the motion.

4. Organizing Data Draw the accelerationvectors on your motion diagram for thetwo events.

5. Comparing Results Compare the pat-tern of average velocity vectors for thetwo events. How are they different?Explain.

6. Inferring Conclusions Compare theacceleration vectors from the steady walkand the sprint. What can you conclude?

Apply1. Imagine that you have a first-row seat

for the 100-m world championshipsprint. Write a description of the race interms of velocity and acceleration.Include a motion diagram that wouldrepresent the race run by the winner.

58 Describing Motion

Steady Walk

distance

time

velocity

Data and Observations

Assessment

Begin End

a

Section ReviewFor the following questions, build the picto-

rial and physical models as shown in the pre-ceding example. Do not solve the problems.1. A dragster starting from rest acceler-

ates at 49 m/s2. How fast is it goingwhen it has traveled 325 m?

2. A speeding car is traveling at a con-stant speed of 30 m/s when it passes a stopped police car. The police car

accelerates at 7 m/s2. How fast will itbe going when it catches up with thespeeding car?

3. Critical Thinking In solving a physicsproblem, why is it important to makea table of the given quantities and theunknown quantity, and to assign asymbol for each?

3.3

Sketch the ProblemHere is a typical motion problem: A driver, going at a constant speed of

25 m/s, sees a child suddenly run into the road. It takes the driver 0.40 s to hitthe brakes. The car then slows at a rate of 8.5 m/s2. What is the total distancethe car moves before it stops?

Follow Figure 3–18 as you set up this problem. What information isgiven? First, the speed is constant, then the brakes are applied, so this isa two-step problem. For the first step, the constant velocity is 25 m/s, and the time interval is 0.40 s. In the second step, the initial velocity is25 m/s; the final velocity is 0.0 m/s. The acceleration is �8.5 m/s2. Thereare three positions in this problem—the beginning, middle, and end—d1, d2, and d3. The unknown is position d3. Use a12 for the accelerationbetween d1 and d2, and a23 for the acceleration between d2 and d3.

The motion diagram shows that in the first part, the acceleration iszero. In the second part, the acceleration is in the direction opposite tothe velocity. In this coordinate system, the acceleration is negative.

3.3 Velocity and Acceleration 59

0

1 2 3

Pictorial ModelBegin

Reacting BrakingEnd

Physical ModelBegin

Reacting Braking

End

v v

a12 = 0 a23

v v v

Known:= 0.0 m= 25 m/s= 0.0 m/s2

= 0.40 s= 25 m/s= 0.0 m/s= -- 8.5 m/s2

d1v1

a12t2v2v3

a23

Unknown:d3

FIGURE 3–18 Symbols for timeand velocity are subscripted toidentify the position at whichthey are valid. The subscripts onthe symbol a indicate the twopositions between which eachacceleration is valid.

Concept Development• Drawing a sketch helps students

interpret the statement of theproblem. Stress that sketches donot have to be works of art butshould be clear.

• How many steps are there in theproblem? If the accelerationchanges, the problem has twosteps. Two-step problems havethree positions, times, and veloci-ties, but two accelerations.

• Assigning symbols clearly andcorrectly is important. Subscriptscreate unique symbols. The samesymbol must be used for a quan-tity throughout the problem solving strategy.

3 ASSESSChecking forUnderstandingAsk one student to draw a motiondiagram for a bicycle moving atconstant speed. Ask another studentto come up with a problem involv-ing that bicycle. Ask two more stu-dents to draw the sketch with acoordinate system and assignsymbols.

ReteachingAsk students to use vectors to find thedisplacement from two positions.Then ask them to find the change invelocity by subtracting two velocityvectors. Finally, ask students to drawthe acceleration vector.

ExtensionAsk students how they could use acar to measure time. By using readingsfrom the odometer and speedometer fora drive at constant speed, the time couldbe determined.

4 CLOSEActivity

Interpersonal Read SectionReview questions 3.1 and 3.2 to theclass. Have students identify boththe known and unknown quantities,then have pairs of students work onbuilding the pictorial and physicalmodels. PCOOP LEARNELLL1

LS

L1

L1

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59

1.

2.

3. A table organizes the information so youcan see what information is known andwhat is unknown. Symbols help you keeptrack of knowns and the unknown whilesolving the problem.

Begin End

dA0 = 0 mvA0 = 0 m/saA = 7 m/s2

A A

B B

Begin End

0

vA1 = ?dB0 = 0 mvB0 = 30 m/sdA1 = d B1 = ?

Begin End

Begin End

d0 = 0 mv0 = 0 m/s

0 A A

d1 = 325 ma = 49 m/s2

v1 = ?

Section Review3.3

3 CHAPTER REVIEW

Review Summary statements andKey Terms with your students.

Reviewing ConceptsSection 3.11. A motion diagram gives you a

picture of motion that helpsyou visualize displacement,velocity, and acceleration.

2. An object can be treated as apoint particle if internal motionsare not important and if theobject is small in comparisonto the distance it moves.

Section 3.23. A vector quantity has both

magnitude and direction. Ascalar has only magnitude.

4. Position and displacement arevectors; distance is a scalar.

5. Read the clock at the beginningand end of the interval andsubtract the beginning timefrom the ending time.

Section 3.36. Average velocity, a vector, is the

displacement divided by thetime interval; average speed, ascalar, is the total distance trav-eled divided by the timeinterval.

7. Acceleration is the change invelocity divided by the timeinterval in which it occurs. It isthe rate of change of velocity.

8. Sketch the problem, calculateyour answer, check your answer

9. You sketch the situation inmaking the pictorial model.

10. Draw a motion diagram whenmaking the physical model.

Applying Concepts11. �d � �t increases when either

term increases. The sign of�d � �t depends upon therelative sizes of �d and �t. �d � �t increases when eitherincreases. �t/�d decreases withincreasing displacement andincreases with increasing timeinterval, which is backwards.

12. A football can be treated as a point particle if its rotations are not importantand if it is small in comparison to the distance it moves.

13. A football player can be treated as a pointparticle if his or her internal motions arenot important and if he or she is small incomparison to the distance he or she moves.

60

CHAPTER 3 REVIEW

60

3.1 Picturing Motion• A motion diagram shows the position

of an object at successive times.• In the particle model, the object in the

motion diagram is replaced by a seriesof single points.

• An operational definition defines aconcept in terms of the process or operation used.

3.2 Where and When?• You can define any coordinate system

you wish in describing motion, butsome are more useful than others.

• While a scalar quantity has only magni-tude, or size, a vector quantity has bothmagnitude and a direction.

• A position vector is drawn from theorigin of the coordinate system to theobject. A displacement vector is drawnfrom the position of the moving objectat an earlier time to its position at alater time.

• The distance is thelength or magnitudeof the displacementvector.

3.3 Velocity and Acceleration• Velocity and acceleration are defined in

terms of the processes used to findthem. Both are vector quantities withmagnitude and direction.

• Average speed is the ratio of the totaldistance traveled to the time interval.

• The most important part of solving aphysics problem is translating wordsinto pictures and symbols.

• To build a pictorial model, analyze theproblem, draw a sketch, choose a coor-dinate system, assign symbols to theknown and unknown quantities, andtabulate the symbols.

• Use a motion diagram as a physicalmodel to find the direction of the accel-eration in each part of the problem.

Key Terms

3.1• motion diagram

• operational definition

• particle model

3.2• coordinate

system

• origin

• position vector

• scalar quantity

• vector quantity

• displacement

• time interval

• distance

3.3• average velocity

• average speed

• instantaneousvelocity

• average acceleration

Summary

Reviewing Concepts

Describing Motion

Key Equations

3.3

v� � ��

�

d

t� � �

d

t1

1

�

�

d

t0

0� �d � v��t a� � ��

�

v

t� � �

v

t1

1

�

� t

v

0

0�

Section 3.11. What is the purpose of drawing a

motion diagram?2. Under what circumstances is it legitimate

to treat an object as a point particle?

Section 3.23. How does a vector quantity differ from

a scalar quantity?4. The following quantities describe

location or its change: position,

distance, and displacement. Which are vectors?

5. How can you use a clock to find atime interval?

Section 3.36. What is the difference between

average velocity and average speed?7. How are velocity and acceleration

related?8. What are the three parts of the prob-

lem solving strategy used in this book?

VideotapeMindJogger VideoquizzesChapter 3: Describing MotionHave students work in groups as they playthe videoquiz game to review key chapterconcepts.

3 CHAPTER REVIEW

14. The average speed is 55 mph.You could have gone faster if,for the proper time interval,you went slower or evenstopped.

15. No, if the positive axis pointsin the direction opposite thevelocity, the acceleration willbe positive.

16. No, they have opposite signs.

ProblemsComplete solutions to all ChapterReview Problems can be found in theProblems and Solutions Manualaccompanying this text.

Section 3.3

17–19. Refer to Problems andSolutions Manual.

20–23. Refer to Problems andSolutions Manual.

Critical Thinking ProblemsComplete solutions to all ChapterReview Critical Thinking Problems canbe found in the Problems and SolutionsManual accompanying this text.24–25. Refer to Problems and

Solutions Manual.

Going FurtherStudent answers will vary.a. A typical problem might involve

a car starting from rest and back-ing out of a driveway. The carslows as it approaches the street.

b. A bike rider slows down, stops,moves at a constant speed, thenaccelerates.

LEVEL 2

LEVEL 1

61

61

CHAPTER 3 REVIEW

9. In which part of the problem solving strategydo you sketch the situation?

10. In which part of the problem solving strategydo you draw a motion diagram?

Applying Concepts11. Test the following combinations and explain

why each does not have the properties neededto describe the concept of velocity: �d � �t, �d � �t, �d � �t, �t/�d.

12. When can a football be considered a point particle?

13. When can a football player be treated as apoint particle?

14. When you enter a toll road, your toll ticket isstamped 1:00 P.M. When you leave, after travel-ing 55 miles, your ticket is stamped 2:00 P.M.What was your average speed in miles perhour? Could you ever have gone faster thanthat average speed? Explain.

15. Does a car that’s slowing down always have anegative acceleration? Explain.

16. A croquet ball, after being hit by a mallet, slows down and stops. Do the velocity andacceleration of the ball have the same signs?

ProblemsCreate pictorial and physical models for the follow-

ing problems. Do not solve the problems.

Section 3.317. A bike travels at a constant speed of 4.0 m/s for

5 s. How far does it go?18. A bike accelerates from 0.0 m/s to 4.0 m/s in

4 s. What distance does it travel?19. A student drops a ball from a window 3.5 m

above the sidewalk. The ball accelerates at 9.80 m/s2. How fast is it moving when it hitsthe sidewalk?

20. A bike first accelerates from 0.0 m/s to 5.0 m/sin 4.5 s, then continues at this constant speedfor another 4.5 s. What is the total distancetraveled by the bike?

21. A car is traveling 20 m/s when the driver sees achild standing in the road. He takes 0.8 s to react,then steps on the brakes and slows at 7.0 m/s2.How far does the car go before it stops?

22. You throw a ball downward from a window at aspeed of 2.0 m/s. The ball accelerates at 9.8 m/s2.How fast is it moving when it hits the sidewalk2.5 m below?

23. If you throw the ball in problem 22 up insteadof down, how fast is it moving when it hits thesidewalk? Hint: Its acceleration is the samewhether it is moving up or down.

Critical Thinking ProblemsEach of the following problems involves two objects.

Draw the pictorial and physical models for each. Usedifferent symbols to represent the position, velocity, andacceleration of each object. Do not solve the problem.24. A truck is stopped at a stoplight. When the

light turns green, it accelerates at 2.5 m/s2. Atthe same instant, a car passes the truck going15 m/s. Where and when does the truck catchup with the car?

25. A truck is traveling at 18 m/s to the north. Thedriver of a car, 500 m to the north and travelingsouth at 24 m/s, puts on the brakes and slowsat 3.5 m/s2. Where do they meet?

Going FurtherUsing What You Know Write a problem andmake a pictorial model for each of the followingmotion diagrams. Be creative!

a End Begin• • • • • • •

b Begin Stop End• • • • • • • • • •

Chapter 3 Review

PHYSICSTo review content, do the interactive quizzes on theGlencoe Science Web site atscience.glencoe.com

Extra Practice For more practice solving problems, go to Extra Practice Problems, Appendix B.

Program Resources

Chapter Assessment, pp. 9–12 TestCheck Software, Chapter 3 MindJogger Videoquizzes, Chapter 3

Alternate Assessment in the ScienceClassroom

Performance Assessment in the ScienceClassroom L1

ELL

L1

L1

L1

PHYSICSBe sure to check the Glencoe ScienceWeb site for links to chapter material: science.glencoe.com

Texas TEKS

Pages 58–59: 1(A), 1(B), 2(A),2(B), 2(C), 2(D), 2(F), 3(B), 4(B)Pages 60–61: 4(B)