11.1 Distance and Displacement

Reading StrategyPredicting Copy the table below and write a definition for frame of reference in your ownwords. After you read the section, compareyour definition to the scientific definition andexplain why the frame of reference is important.

Key ConceptsWhat is needed to describemotion completely?

How are distance anddisplacement different?

How do you adddisplacements ?

Vocabulary◆ frame of reference◆ relative motion◆ distance◆ vector ◆ resultant vector

On a spring day a butterfly flutters past. First it flies quickly, thenslowly, and then it pauses to drink nectar from a flower. The butterfly’spath involves a great deal of motion.

How fast is the butterfly moving? Is it flying toward the flower oraway from it? These are the kinds of questions you must answer todescribe the butterfly’s motion. To describe motion, you must state thedirection the object is moving as well as how fast the object is moving.You must also tell its location at a certain time.

Choosing a Frame of ReferenceHow fast is the butterfly in Figure 1 moving? Remember that the butterfly is moving on Earth, but Earth itself is moving as it spins onits axis and revolves around the sun. If you consider this motion, thebutterfly is moving very, very fast!

To describe motion accurately and completely, a frame of reference is necessary. The necessary ingredient of a description ofmotion—a frame of reference—is a system of objects that are notmoving with respect to one another. The answer to “How fast is thebutterfly moving?” depends on which frame of reference you use tomeasure motion. How do you decide which frame of reference to usewhen describing the butterfly’s movement?

Figure 1 You must choose a frame of reference to tell how fast the butterfly is moving. Applying Concepts Identify a good frame of reference to use when describing the butterfly’s motion.

a. ? b. ?

Frame of referenceprobably means

Frame of referenceactually means

328 Chapter 11

FOCUS

Objectives11.1.1 Identify frames of reference

and describe how they areused to measure motion.

11.1.2 Identify appropriate SI unitsfor measuring distances.

11.1.3 Distinguish between distanceand displacement.

11.1.4 Calculate displacement usingvector addition.

Build VocabularyVocabulary Knowledge Rating ChartBefore students read the section, havethem rate their knowledge of the vocabu-lary terms for this section in a chart withthe following headings: Term, Can Defineor Use It, Have Heard or Seen It, Don’tKnow. After they have read the section,have them return to the chart and updateit to reflect any increase in understanding.

Reading Strategya. Answers may vary. Sample answer:Frame of reference may mean the range of distances or area that you areconsidering in a problem. b. Frame ofreference is a system of objects that arenot moving with respect to one another. Frames of reference are importantbecause they are needed to accuratelydescribe motion.

INSTRUCT

Choosing a Frame of ReferenceUse VisualsFigure 1 Discuss Figure 1 with studentsafter they read the section Choosing aFrame of Reference. Ask, Describe themotion of the girl in the butterfly’sframe of reference. (She would appearto bob up and down, exactly opposite themotion of the butterfly as seen from thegirl’s frame of reference.) Describe themotion of the butterfly in the butter-fly’s frame of reference. (The butterfly is at rest in the butterfly’s frame ofreference.) Which one is “really”moving, the butterfly or the girl?(It depends on the frame of reference.)Visual, Logical

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Reading Focus

1

Section 11.1

Print• Laboratory Manual, Investigation 11A• Reading and Study Workbook With

Math Support, Section 11.1• Transparencies, Chapter Pretest and

Section 11.1

Technology• Interactive Textbook, Section 11.1• Presentation Pro CD-ROM, Chapter Pretest

and Section 11.1• Go Online, NSTA SciLinks, Comparing

frames of reference

Section Resources

328 Chapter 11

How Fast Are You Moving? How fast are the train passen-gers in Figure 2 moving? There are many correct answers because theirmotion is relative. This means it depends on the frame of referenceyou choose to measure their motion. Relative motion is movement inrelation to a frame of reference. For example, as the train moves pasta platform, people standing on the platform will see those on the trainspeeding by. But when the people on the train look at one another,they don’t seem to be moving at all.

Which Frame Should You Choose? When you sit on atrain and look out a window, a treetop may help you see how fast youare moving relative to the ground. But suppose you get up and walktoward the rear of the train. Looking at a seat or the floor may tell youhow fast you are walking relative to the train. However, it doesn’t tellyou how fast you are moving relative to the ground outside. Choosinga meaningful frame of reference allows you to describe motion in aclear and relevant manner.

Measuring DistanceDistance is the length of a path between two points. When an objectmoves in a straight line, the distance is the length of the line connect-ing the object’s starting point and its ending point.

It is helpful to express distances in units that are best suited to the motion you are studying. The SI unit for measuring distance is themeter (m). For very large distances, it is more common to make meas-urements in kilometers (km). One kilometer equals 1000 meters. Forinstance, it’s easier to say that the Mississippi River has a length of 3780kilometers than 3,780,000 meters. Distances that are smaller than a meterare measured in centimeters (cm). One centimeter is one hundredth ofa meter. You might describe the distance a marble rolls, for example, as6 centimeters rather than 0.06 meter.

Motion 329

Figure 2 To someone riding on aspeeding train, others on thetrain don’t seem to be moving.

For: Links on comparingframes of reference

Visit: www.SciLinks.org

Web Code: ccn-2111

Frames of ReferencePurpose Students observe how motioncan appear differently in different framesof reference.

Materials tennis ball

Procedure Stand at the front of theroom, turned sideways, and toss thetennis ball straight up and then catch it. Ask, Describe the path of the ball. (The ball travels straight up and down).Tell students that to you, the ball alsoappears to travel straight up and down. Now, walk slowly across the front of theroom as you toss the ball up and catch it.Ask, Describe the path of the ball. (Theball travels up and down in an arc.) Tellstudents that to you, the ball still appearsto travel straight up and down.

Expected Outcome The description of motion depends on the frame ofreference. Kinesthetic, Visual

Measuring DistanceBuild Reading LiteracyMonitor Your Understanding Referto page 326D in this chapter, whichprovides guidelines for monitoring your understanding.

Have students read the passagesMeasuring Distance and MeasuringDisplacements (pp. 329–330). When theyreach the bottom of p. 329, have themstop and write down the main ideas inthe passage. Have them ask themselves,“Did I have any trouble reading thispassage? If so, why?” Then, have themcome up with their own strategies toimprove their understanding. Have themuse this strategy as they continue reading.Intrapersonal, Verbal

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Motion 329

Customize for English Language Learners

Use NarrativeEnglish language learners can better under-stand science content when it is framed in thecontext of a personal narrative. Have studentsuse narrative to better understand displace-ment that isn’t along a straight path. Pair ELLstudents and encourage them to narrate the

route they take from the science classroom tothe cafeteria, or another room in the school. As one student narrates, the other student maysketch a simple map, similar to the one on p. 331. Challenge students to mark theresultant vector on the map.

Answer to . . .

Figure 1 The ground would make agood frame of reference.

Download a worksheet oncomparing frames of reference forstudents to complete, and findadditional teacher support fromNSTA SciLinks.

0326_hsps09te_Ch11.qxp 4/18/07 3:15 PM Page 329

Measuring DisplacementsTo describe an object’s position relative to a given point, you need toknow how far away and in what direction the object is from that point.Displacement provides this information. Distance is the length ofthe path between two points. Displacement is the direction from thestarting point and the length of a straight line from the starting pointto the ending point.

Displacements are sometimes used when giving directions. Tellingsomeone to “Walk 5 blocks” does not ensure they’ll end up in the rightplace. However, saying “Walk 5 blocks north from the bus stop” willget the person to the right place. Accurate directions give the directionfrom a starting point as well as the distance.

Think about the motion of a roller coaster car. If you measure thepath along which the car has traveled, you are describing distance. Thedirection from the starting point to the car and the length of thestraight line from the starting point to the car describe displacement.After completing one trip around the track, the roller coaster car’s dis-placement is zero.

Combining DisplacementsDisplacement is an example of a vector. A vector is a quantity that hasmagnitude and direction. The magnitude can be size, length, or amount.Arrows on a graph or map are used to represent vectors. The length ofthe arrow shows the magnitude of the vector.Vector addition is the com-bining of vector magnitudes and directions. Add displacementsusing vector addition.

Displacement Along a Straight Line When two displace-ments, represented by two vectors, have the same direction, you can addtheir magnitudes. In Figure 3A, the magnitudes of the car’s displacementsare 4 kilometers and 2 kilometers. The total magnitude of the displace-ment is 6 kilometers. If two displacements are in opposite directions, themagnitudes subtract from each other, as shown in Figure 3B. Because thecar’s displacements (4 kilometers and 2 kilometers) are in opposite direc-tions, the magnitude of the total displacement is 2 kilometers.

Comparing Distanceand Displacement

Procedure1. Draw a dot at the

intersection of two lines near the bottom edge of asheet of graph paper.Label the dot “Start.”

2. Draw a second, similar dotnear the top of the paper.Label this dot “End.”

3. Draw a path from the Start dot to the End dot.Choose any path that stayson the grid lines.

4. Use a ruler to determinethe distance of your path.

5. Use a ruler to determinethe displacement from startto end.

Analyze and Conclude1. Observing Which is

shorter, the distance or the displacement?

2. Evaluating and RevisingHow could you have madethe distance shorter?

3. Inferring If you keep theStart and End points thesame, is it possible to makethe displacement shorter?Explain your answer.

0 1 2 3 4 5 6

Start Finish

4 km + 2 km = 6 km

4 km

2 km

4 km

2 km

0 1 2 3 4

Start Finish

4 km - 2 km = 2 km

B

330 Chapter 11

AFigure 3 When motion is in a straight line, vectors add and subtract easily. A Add the magnitudes oftwo displacement vectorsthat have the same direction.B Two displacement vectorswith opposite directions are subtracted fromeach other.

330 Chapter 11

MeasuringDisplacementsCombiningDisplacements

Comparing Distance and DisplacementObjectiveAfter completing this activity, studentswill be able to • distinguish between distance and

displacement.

This activity helps address the miscon-ception that the distance an objecttravels and its displacement are thesame. Challenge this misconception bydiscussing the answers to the Analyzeand Conclude questions.

Skills Focus Measuring

Prep Time 10 minutes

Materials graph paper, metric ruler

Class Time 15 minutes

Teaching Tips• Make sure that students read the

metric side of the ruler if their rulershave both metric and English units.

Expected Outcome Students will beable to distinguish between distance,the length traveled between two points,and displacement, the length of the linebetween two points.

Analyze and Conclude1. Displacement is always shorter thanor equal to the distance because it is astraight line between two points, notalways the actual path of motion. 2. The distance would be shorter if thepath were more direct. The shortestpath would be a diagonal lineconnecting Start and End, and it wouldbe the same length as the displacement.

3. No, the displacement could not beshorter because it will always be thestraight-line distance between the Startand End points.Visual, Logical

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Section 11.1 (continued)

Section 11.1 Assessment

Reviewing Concepts1. What is a frame of reference? How is

it used to measure motion?

2. How are distance and displacement similar and different?

3. How are displacements combined?

4. A girl who is watching a plane fly tells herfriend that the plane isn’t moving at all.Describe a frame of reference in which the girl’s description would be true.

Critical Thinking5. Using Analogies Is displacement more like

the length of a rope that is pulled tight or thelength of a coiled rope? Explain.

6. Making Judgments Would you measure the height of a building in meters? Givereasons for your answer.

Motion 331

Displacement That Isn’t Along a Straight PathWhen two or more displacement vectors have different directions,they may be combined by graphing. Figure 4 shows vectors repre-senting the movement of a boy walking from his home to school.He starts by walking 1 block east. Then he turns a corner and walks 1 block north. He turns once again and walks 2 blocks east. For the last part of his trip to school,he walks 3 blocks north. The lengths of the vec-tors representing this path are 1 block, 1 block,2 blocks, and 3 blocks.

The boy walked a total distance of 7 blocks.You can determine this distance by adding themagnitudes of each vector along his path.

The vector in red is called the resultant vector,which is the vector sum of two or more vectors. Inthis case, it shows the displacement. The resultantvector points directly from the starting point tothe ending point. If you place a sheet of paper onthe figure and mark the length of the resultantvector, you see that it equals the length of 5 blocks.Vector addition, then, shows that the boy’s dis-placement is 5 blocks approximately northeast,while the distance he walked is 7 blocks.

Compare-Contrast Paragraph Write aparagraph describing how the distance youtravel from home to school is different fromyour displacement from home to school.(Hint: Make a simple sketch similar to Figure 4and refer to it as you write.)

Figure 4 Measuring the resultantvector (the diagonal red line)shows that the displacement fromthe boy’s home to his school istwo blocks less than the distancehe actually traveled.

7. Problem Solving Should your directions toa friend for traveling from one city to anotherinclude displacements or distances? Explain.

8. Inferring The resultant vector of twoparticular displacement vectors does notequal the sum of the magnitudes of theindividual vectors. Describe the directionsof the two vectors.

2

1

1 1

3

5

Home

School

N

S

EW

Build Science SkillsMeasuring Have students use a mapof the city or area to measure thestraight-line distance from their homesto the school. They will have to use thescale information on the map to convertfrom distances on the map to actualdistances. Then, have them determinethe distances they travel from theirhome to school by observing theodometer of a car or bus. To get thedistances traveled, they should subtractthe odometer readings at their startpoints from the odometer readingswhen they arrive at the school. Havethem compare the distances. In almostevery case, the distance traveled shouldbe greater than the straight-line distanceon the map. Logical

ASSESSEvaluate UnderstandingAsk students to write a paragraphdescribing a situation in which the samemotion appears differently from differentframes of reference.

ReteachUse Figure 4 to reteach the differencebetween displacement and distancetraveled.

Students’ paragraphs should generallydescribe distances and directions theytravel on the way to school. They shouldunderstand that displacement isdetermined by a straight-line distancefrom home to school. The total distancethey travel will almost always be greaterthan the magnitude of the displacement,unless they travel in a single direction thewhole time.

If your class subscribesto the Interactive Textbook, use it toreview key concepts in Section 11.1.

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Motion 331

3. Displacements are combined using vector addition.4. If the plane is far away and flying directlytoward or away from the girl, the planewould appear not to be moving. Also, theplane would not be moving in the frame ofreference of the people on the plane.5. Displacement is more like the length of arope that is pulled tight; it measures theshortest distance between two points.

6. It makes sense to measure the height of abuilding in meters. Kilometers are too largeand centimeters are too small.7. You should use displacements.Displacements will tell your friend how farand which direction to go. Distances will onlytell how far to go.8. The vectors are at an angle to each other.

Section 11.1 Assessment

1. A frame of reference is a set of objects thatare not moving with respect to one another.Motion can only be described in comparisonto a frame of reference.2. Distance is the length of an object’s actualpath from a starting point to an ending point.Displacement is the length of a straight linefrom the starting point to the ending point.

0326_hsps09te_Ch11.qxp 4/18/07 3:15 PM Page 331

11.2 Speed and Velocity

Reading StrategyMonitoring Your Understanding Afteryou have finished reading this section, copythe table below. Identify several things you have learned that are relevant to your life. Explain why they are relevant to you.

Key ConceptsHow are instantaneousspeed and average speed different?

How can you find the speed from a distance-time graph?

How are speed andvelocity different?

How do velocities add?

Vocabulary◆ speed◆ average speed◆ instantaneous

speed◆ velocity

Look out a window for a few minutes, and you will see things inmotion. Some things are moving slowly. Perhaps you see a leaf float-ing through the air. Other things, such as a car or a bird, are movingfast. The growth rate of trees and grass is so slow that their motioncannot be detected with the unaided eye. The differences among thesetypes of motion can be described in terms of speed.

SpeedTo describe the speed of a car, you might say it is movingat 45 kilometers per hour. Speed is the ratio of the distancean object moves to the amount of time the object moves.The SI unit of speed is meters per second (m/s). However,just as with distances, you need to choose units that makethe most sense for the motion you are describing. The in-line skater in Figure 5 may travel 2 meters in one second.The speed would be expressed as 2 m/s. A car might travel80 kilometers in one hour. Its speed would be expressed as80 km/h.

Two ways to express the speed of an object are averagespeed and instantaneous speed. Average speed is com-puted for the entire duration of a trip, and instantaneousspeed is measured at a particular instant. In different sit-uations, either one or both of these measurements may bea useful way to describe speed.

What Is Relevant Why It Is Relevant

a. ? b. ?

c. ? d. ?

e. ? f. ?

332 Chapter 11

Figure 5 The speed of an in-lineskater is usually described inmeters per second. The speed of a car is usually described inkilometers per hour.

332 Chapter 11

FOCUS

Objectives11.2.1 Identify appropriate SI units

for measuring speed.11.2.2 Compare and contrast average

speed and instantaneous speed.11.2.3 Interpret distance-time graphs. 11.2.4 Calculate the speed of an

object using slopes.11.2.5 Describe how velocities

combine.

Build VocabularyVenn Diagram Have students draw aVenn diagram to show how the keyterms of the section are related to eachother. Student diagrams should showcircles labeled Speed and Direction. Thearea in which the circles overlap shouldbe labeled Velocity.

Reading StrategyAnswers may vary. Sample answers areshown below.a. Average speed is distance divided by time. b. I could use this to calculatevarious speeds, like the average speed at which I travel getting to school.c. Instantaneous speed is different fromaverage speed d. You can’t use a singlespeedometer reading to determine howlong a trip will take. e. Velocity is not thesame as speed. f. This could be useful ingiving directions or in describing the paththat you take on a walk.

INSTRUCT

SpeedBuild Science SkillsForming Operational Definitions Anoperational definition limits the meaningof a term to what is observed or measuredin a particular situation. Ask, What is anoperational definition of speed for askater on a circular track? (Sampleanswer: The amount of time it takes to circlethe track one time, the number of times theskater could circle the track one time) Whatis an operational definition for a personwalking down a street? (Sample answer:The number of meters traveled each second) Verbal, Logical

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Reading Focus

1

Section 11.2

Print• Laboratory Manual, Investigation 11B• Reading and Study Workbook With Math

Support, Section 11.2 and Math Skill:Interpreting a Distance-Time Graph

• Math Skills and Problem SolvingWorkbook, Section 11.2

• Transparencies, Section 11.2

Technology• Interactive Textbook, Section 11.2• Presentation Pro CD-ROM, Section 11.2• Go Online, NSTA SciLinks, Motion;

PHSchool.com, Data sharing

Section Resources

Calculating Average SpeedWhile traveling on vacation, you measure the times and distancestraveled. You travel 35 kilometers in 0.4 hour, followed by 53kilometers in 0.6 hour. What is your average speed?

Read and UnderstandWhat information are you given?

Total Distance (d) � 35 km � 53 km � 88 km

Total Time (t) � 0.4 h � 0.6 h � 1.0 h

Plan and SolveWhat unknown are you trying to calculate?

Average Speed (v) � ?

What formula contains the given quantities andthe unknown?

v �

Replace each variable with its known value.

v � � 88 km/h

Look Back and CheckIs your answer reasonable?

Yes, 88 km/h is a typical highway speed.

88 km1 h

dt

Motion 333

Average Speed Describing the speed of a hiker isn’t as easy asdescribing constant speed along a straight line. A hiker may travel slowlyalong rocky areas but then travel quickly when going downhill. Some-times it is useful to know how fast something moves for an entire trip.Average speed, v, is the total distance traveled, d, divided by the time, t, it takes to travel that distance. This can be written as an equation:

Average Speed

Average speed = , or v =

During the time an object is moving, its speed may change, butthis equation tells you the average speed over the entire trip.

dt

Total distanceTotal time

1. A person jogs 4.0 kilometers in 32 minutes, then 2.0 kilometers in 22 minutes, and finally 1.0 kilometer in 16 minutes. What is the jogger’s averagespeed in kilometers per minute?

2. A train travels 190 kilometers in 3.0 hours, and then 120kilometers in 2.0 hours. What is its average speed?

For: Links on motion

Visit: www.SciLinks.org

Web Code: ccn-2112

For: Activity on the movement ofEarth’s plates

Visit: PHSchool.com

Web Code: ccc-2112

Solutions1. v̄ � (4.0 km � 2.0 km � 1.0 km)/(32 min � 22 min � 16 min) �(7.0 km)/(70 min) � 0.10 km/min2. v̄ � (190 km � 120 km)/(3.0 h �2.0 h) � (310 km)/(5.0 h) � 62 km/hLogical

For Extra HelpRemind students that all the values they plug into the equation must haveappropriate units. They may have toconvert some of the given units. Alsoremind students that the equation can be rearranged to solve for othervariables. Show them how to rearrangeto solve for d or t. Logical`

Direct students to the Math Skills in the Skills and Reference Handbookat the end of the student text foradditional help.

Additional Problems1. A car travels 85 km from Town A toTown B, then 45 km from Town B toTown C. The total trip took 1.5 hours.What was the average speed of the car?(87 km/h)2. A bicyclist travels for 1.5 hours at anaverage speed of 32 km/h. How far doesthe bicyclist travel in that time? (48 km)Logical, Portfolio

Use Community ResourcesHave students contact their local or statedepartment of transportation to find outabout laws or guidelines for the assign-ments of speed limits. They may ask,“Are there specific maximum speedlimits for residential areas?” or “What isthe maximum speed limit for highwaysoutside of city limits?” They may also askthe department representative whatother factors are used in determiningspeed limits.Interpersonal, Portfolio

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Motion 333

Customize for English Language Learners

Create a Word WallStudents can relate the concepts in this sectionto the vocabulary words by creating a wordwall. Write the words speed, average speed,instantaneous speed, and velocity on the board.Then, as students work through the section,

ask them to define each word in their ownterms. Discuss their definitions and writeacceptable definitions on the board next toeach word. Students may also draw a graph or paste a magazine picture next to thecorresponding word. Download a worksheet on motion

for students to complete, and findadditional teacher support fromNSTA SciLinks.

PPLS

0326_hsps09te_Ch11.qxp 4/18/07 3:15 PM Page 333

Instantaneous Speed Average speed is useful because it letsyou know how long a trip will take. Sometimes however, such as whendriving on the highway, you need to know how fast you are going at aparticular moment. The car’s speedometer gives your instantaneousspeed. Instantaneous speed, v, is the rate at which an object is movingat a given moment in time. For example, you could describe the instan-taneous speed of the car in Figure 6 as 55 km/h.

Graphing MotionA distance-time graph is a good way to describe motion. Figure 7 showsdistance-time graphs for the motion of three cars. Recall that slope isthe change in the vertical axis value divided by the change in the horizontal axis value. On these graphs, the slope is the change in thedistance divided by the change in time. The slope of a line on a dis-tance-time graph is speed. In Figure 7A, the car travels 500.0 meters in20.0 seconds, or 25.0 meters per second. In Figure 7B, another car trav-els 250.0 meters in 20.0 seconds at a constant speed. The slope of theline is 250.0 meters divided by 20.0 seconds, or 12.5 meters per second.Notice that the line for the car traveling at a higher speed is steeper. Asteeper slope on a distance-time graph indicates a higher speed.

Figure 7C shows the motion of a car that is not traveling at a constant speed. This car travels 200.0 meters in the first 8.0 seconds.It then stops for 4.0 seconds, as indicated by the horizontal part of theline. Next the car travels 300.0 meters in 8.0 seconds. The times whenthe car is gradually increasing or decreasing its speed are shown by the curved parts of the line. The slope of the straight portions ofthe line represent periods of constant speed. Note that the car’s speedis 25 meters per second during the first part of its trip and 38 metersper second during the last part of its trip.

What does a car’s speedometer measure?

200

500

400

300

100

0Dis

tan

ce (

met

ers)

Time (seconds)

0 4 8 12

10 s

250 m

16 20

Constant High Speed

200

500

400

300

100

0Dis

tan

ce (

met

ers)

Time (seconds)

0 4 8 1210 s

125 m

16 20

Constant Low Speed

200

500

400

300

100

0Dis

tan

ce (

met

ers)

Time (seconds)

0 4 8 124 s

4 s

150 m

100 m

16 20

Varying Speed

C

334 Chapter 11

A B

Figure 7 The slope of the line on a distance–time graphindicates the speed of the object.Using Graphs If the car in Figure7A required less time to travel agiven distance, how would theslope change?

Figure 6 The speedometer in acar measures the car’s instant-aneous speed. Note the scalemarkings are given both in km/hand miles per hour, mph.

Graphing Motion

Ticker Tape CarPurpose Students observe a techniquethat visually records motion.

Materials toy car, ticker tape, tickertimer (acceleration timer), masking tape

Procedure Place the car and the tickeron the ground in an open area. Threadthe ticker tape through the ticker, thenattach the ticker tape to the car withmasking tape. Before you perform thedemonstration, show the setup to thestudents and explain how the tickerworks (the ticker marks the ticker tape atregular time intervals). Ask, How willthe marks appear on the tape whenthe car is moving at a constant speed?(The marks will be evenly spaced.) Startthe ticker and give the car a quick push.Turn off the ticker and cut off the usedportion of the ticker tape. Have thestudents gather around the ticker tapeand relate the marks on the ticker tape tothe motion of the car that they observed.

Expected Outcome At first, the markson the tape will be unevenly spaced(getting farther apart) because the car is accelerating. As the car slows down, the marks will get closer together again.When the car is at rest, many marks willbe superimposed. If possible, demonstratethe car moving at a constant speed.When the car is moving at constantspeed, the marks will be evenly spaced on the ticker tape. As an alternative, youcan use probeware to plot the car’smotion on a computer or graphingcalculator, and then relate the graphs tothe motion of the car. Kinesthetic, Logical

Build Science SkillsAnalyzing Data Use Figures 7A and7B to demonstrate that speed is shownby the slope of the line on a distance-time graph. For Figure 7A, calculate theslope of the line on the board:

slope � rise/run � (y2 � y1)/ (x2 � x1)� (350 m � 100 m)/(14 s � 4 s) � (250 m)/(10 s)� 25 m/s

Then, have students calculate the speedrepresented by the three distinct portionson the graph in Figure 7C. (25 m/s, 0 m/s, 37.5 m/s) Visual, Logical

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Section 11.2 (continued)

Speed Records According to the GuinnessWorld Records, the fastest human sprinter isTim Montgomery, who set a record of 100 min 9.78 s in 2002. Fred Rompelberg set arecord for the fastest speed on a bicycle whenhe rode 268.831 km/h (167.043 mph) in

1995. In 1972, the fastest recorded windspeed was clocked at 333 km/h (207 mph) in Thule, Greenland. The fastest speed in theuniverse is the speed of light. Light travels in a vacuum at 3.00 � 108 m/s (186,000miles/second).

Facts and Figures

334 Chapter 11

Motion 335

Digital OdometerSome cars have a magnetic sensorthat detects turns of thetransmission shaft. The signal is transmitted to a computer, whichcalculates and displays the car’sdistance traveled.

Measuring Distanceand SpeedEvery car has a speedometer, which measures the car’sspeed, and an odometer, which measures the distance ithas traveled. These devices work by counting the numberof times the car’s wheels turn (to give distance) and theirrate of turning (speed). Interpreting Diagrams What is the purpose of the wormgears?

Measurement For each full turn of the worm gear theodometer moves up onedigit, indicating that the carhas traveled one tenth of a mile.

Cable A cable linked to thetransmission rotates at a rate

directly proportional to the road speed.

Coil spring This spring holds thepointer at zero when the car and

the magnet are at rest.

Magnet

Drag cup The dragcup turns from itsresting positionthrough an angle thatincreases with themagnet’s spin rate.

Odometer

Dial

Magnet The magnet is attached tothe shaft. As the shaft spins themagnet, a magnetic field exertsforce on the drag cup.

Pointer The pointer isattached to the drag cup.The faster the magnet spins,the greater the angle thedrag cup turns. Thehigher speed is shownby the pointer.

Motion 335

Worm gearsThe worm gears

reduce thecable’s

rotational speedand move the

odometer dials.

Measuring Distanceand SpeedThe speedometer is an important part ofany car. Knowing the speed of the car isimportant for following safety cautionson road signs.

By law, all cars must have a workingodometer. It is against the law tochange odometer readings or to operatea car in which the odometer is notworking. The law prevents people from“rolling back” the odometers in order toincrease the resale value of the car.

Interpreting Diagrams The wormgears convert the rotation of the cableinto a much slower rotation that turnsthe odometer. The worm gears alsochange the direction of rotation so theshafts can be positioned to align withthe odometer.Logical, Visual

For EnrichmentHave students use a library or the Internetto research how speeds are measured on ships, airplanes, or spacecraft. Havethem write a paragraph explaining their findings.Verbal, Portfolio

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Motion 335

Answer to . . .

Figure 7 The slope of the line would increase.

Instantaneous speed

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VelocityThe cheetah is the fastest land animal in the world. Suppose a cheetah,running at 90 kilometers per hour, is 30 meters from an antelope thatis standing still. How long will it be before the cheetah reaches the antelope? Do you have enough information to answer the question?The answer is no. Sometimes knowing only the speed of an object isn’tenough. You also need to know the direction of the object’s motion.Together, the speed and direction in which an object is moving arecalled velocity. To determine how long it will be before the cheetahreaches the antelope, you need to know the cheetah’s velocity, not justits speed. Velocity is a description of both speed and directionof motion. Velocity is a vector.

Figure 8 shows a cheetah in motion. If you have ever seen a video of acheetah chasing its prey, you know that a cheetah can change speed anddirection very quickly. To represent the cheetah’s motion, you could usevelocity vectors. You would need vectors of varying lengths, each vector

corresponding to the cheetah’s velocity at a particular instant. A longervector would represent a faster speed, and a shorter one would show

a slower speed. The vectors would also point in different direc-tions to represent the cheetah’s direction at any moment.

A change in velocity can be the result of a change inspeed, a change in direction, or both. The sailboat inFigure 9 moves in a straight line (constant direction) ata constant speed. The sailboat can be described asmoving with uniform motion, which is another way ofsaying it has constant velocity. The sailboat may changeits velocity simply by speeding up or slowing down.

However, the sailboat’s velocity also changes if it changesits direction. It may continue to move at a constant speed,

but the change of direction is a change in velocity.

Figure 8 A cheetah’s speed maybe as fast as 90 km/h. To describethe cheetah’s velocity, you mustalso know the direction in whichit is moving.

Figure 9 As the sailboat’s direction changes, itsvelocity also changes, even if its speed stays the same.Inferring If the sailboat slows down at the same time that it changes direction, how will its velocity be changed?

336 Chapter 11

336 Chapter 11

VelocityBuild Reading LiteracyCompare and Contrast Refer to page 226D in Chapter 8, which providesguidelines for comparing and contrasting.

Have students compare and contrastspeed and velocity. Ask students, How are speed and velocity similar? (Theyboth measure how fast something ismoving.) How are speed and velocitydifferent? (Velocity includes the direction ofmotion, while speed does not.) Is velocitymore like distance or displacement?Why? (Velocity is more like displacement.Both velocity and displacement are vectors,including magnitude and direction.)Logical

Students may think that an object’s speedand its velocity are the same thing. Onthe board, draw a picture of an ovalracetrack. Have students imagine aracecar traveling at a constant speed of120 km/h around the track. Point to aplace on the track where the car would be moving to the right. Ask students,What is the speed of the racecar at thispoint? (120 km/h) In what direction isthe racecar traveling at this point?(To the right) What is the velocity of theracecar at this point? (120 km/h to theright) Now point to a point on the trackwhere the car would be moving to theleft. Ask students, What is the speed ofthe racecar at this point? (120 km/h)In what direction is the racecar travel-ing at this point? (To the left) What is thevelocity of the racecar at this point?(120 km/h to the left) The speeds are thesame at each point, but the velocities aredifferent because the racecar is travelingin different directions.Verbal, Visual

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Section 11.2 (continued)

Section 11.2 Assessment

Reviewing Concepts1. What does velocity describe?

2. What shows the speed on a distance-time graph?

3. What is the difference between averagespeed and instantaneous speed?

4. How can two or more velocities be combined?

Critical Thinking5. Applying Concepts Does a car’s

speedometer show instantaneous speed,average speed, or velocity? Explain.

6. Designing Experiments Describe anexperiment you could perform to determinethe average speed of a toy car rolling down an incline.

7. Applying Concepts Explain why the slopeon a distance-time graph is speed. (Hint: Usethe definition of speed on page 332 and thegraphs in Figure 7.)

Motion 337

5 km/h

12 km/h

17 km/h

X

Y

Z

5 km/h

12 km/h

13 km/h

Y

X

Z

Combining VelocitiesSometimes the motion of an object involves more than one velocity.

Two or more velocities add by vector addition. The velocity ofthe river relative to the riverbank (X) and the velocity of the boat rel-ative to the river (Y) in Figure 10A combine. They yield the velocity ofthe boat relative to the riverbank (Z). This velocity is 17 kilometers perhour downstream.

In Figure 10B, the relative velocities of the current (X) and the boat(Y) are at right angles to each other. Adding these velocity vectors yieldsa resultant velocity of the boat relative to the riverbank of 13 km/h (Z).Note that this velocity is at an angle to the riverbank.

A B

Figure 10 Vector addition is usedwhen motion involves more thanone velocity. A The velocity of theboat in the reference frame ofthe riverbank (17 km/h) is acombination of the relativevelocities of the boat and theriver. B You can determine theresultant velocity of the boatrelative to the riverbank (13 km/h)by measuring from the tail of onevector to the head of the other.

8. An Olympic swimmer swims 50.0 meters in23.1 seconds. What is his average speed?

9. A plane’s average speed between two citiesis 600 km/h. If the trip takes 2.5 hours,how far does the plane fly? (Hint: Use the average speed formula in the form d � vt.)

Combining VelocitiesUse VisualsFigure 10 Figure 10B shows twovelocity vectors at right angles combiningto form a single vector. You can use thisopportunity to show students how tofind the magnitude of resultant vectors.

Start by reminding students of thePythagorean theorem:

a2 + b2 = c2

for right triangles in which a and b arethe legs and c is the hypotenuse. In thiscase, a is the speed of the boat, b is thespeed of the river, and c is the resultingcombined speed.Do the following calculation on the board:

c �

�

�

�

� 13 km/h

When you have finished the calculation,point out that the result agrees with thespeed shown in Figure 10B.Visual, Logical

ASSESSEvaluate UnderstandingAsk students to write a paragraphdescribing how they could measure the average speed of a racecar on aracetrack. Also have them draw thevelocity vectors at several locations for a racecar traveling at a constant speedaround a circular track.

ReteachUse the graphs in Figure 7 to reteachthe concepts in the section.

Solutions 8. v̄ � (50.0 m)/(23.1 s) � 2.16 m/s 9. d � v̄t � (600 km/h)(2.5 h) � 1500 km

If your class subscribesto the Interactive Textbook, use it toreview key concepts in Section 11.2.

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3

$169 km2/h2

$144 km2/h2 + 25 km2/h2

$(12 km/h)2 + (5 km/h)2

$a2 + b2

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Motion 337

average speed. Because a speedometer does notshow direction it does not show velocity.6. Students may describe how they could usea stopwatch to measure the time for the car totravel down the incline. The average speedwould be calculated by dividing the distancetraveled by the total time.7. Slope is equal to the change in vertical valuedivided by the change in horizontal value. On a distance-time graph, the change in verticalvalue is a distance and the change in horizontalvalue is a time. Therefore, the slope is distancedivided by time, which equals average speed.

Section 11.2 Assessment

1. Velocity describes both speed and directionof motion.2. The slope of a line on a distance-time graphis equal to speed.3. Average speed is calculated for the entireduration of a trip, whereas instantaneousspeed is determined at a single moment.4. Two or more velocities can be combined byvector addition.5. A speedometer measures speed at the currentmoment, so it shows instantaneous speed, not

Answer to . . .

Figure 9 Both the magnitude anddirection of the velocity will change.

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Navigation at SeaFor centuries, crossing the oceans was extremely perilous.There are few landmarks at sea to guide the sailor, andmethods of measuring direction, speed, and distance were crude and often inaccurate.

The invention of the magnetic compassbrought major advancement in navigation inthe early 1100s. Although the compass alloweda sailor to maintain an accurate course, it didnothing to tell him where he actually was. Forthis, a frame of reference was needed, and theone adopted was the system of latitude andlongitude. This system measures location indegrees north or south of the equator, anddegrees east or west of Greenwich, England.Using a device called a sextant, latitude in thenorthern hemisphere was relatively easy todetermine. Finding longitude was moredifficult. The solution was to combine celestialobservation and the use of a highly accuratesea-going clock that kept track of the time at afixed location on Earth.

SextantThis instrument was once an essential aid tonavigation. With it, a sailor could accuratelymeasure the angles of celestial bodies above thehorizon. To take a reading, the observer looksthrough the telescope and moves the sextant’sarm until an image of a star or the sun lines upwith the horizon. The angle is then read offthe scale.

Telescope

Eyepiece

Movablearm

Rotatingmirror

Scale

Sun’s rays

Fixedmirror

Magnetic compassThe magnetic compasscontains a magnetizedneedle which, due tothe Earth’s magneticfield, points roughlytoward the North Pole.

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338 Chapter 11

Navigation at SeaBackgroundBefore the invention of the compass, the most reliable source of informationfor navigators was the stars. Celestialnavigation was useful not only at sea,but also in open deserts where therewere few landmarks. The simplestexamples of celestial navigation are the sighting of north using Polaris, thepole star, and crude approximations ofeast and west using sunrise and sunset.Early navigators at sea also often simplyfollowed coastlines or tracked well-known ocean currents to keep fromlosing their way. The Polynesians weremasters of navigation in the open sea,traveling long distances to pinpoint tinyislands in the South Pacific. ThePolynesians are believed to have usedthe migratory paths of birds and thedirections of waves as navigational clues.

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Finding locationRegular calculations of latitudeand longitude have been thecornerstone of ocean navigationfor about 300 years. A sextant andan accurate sea-going clock wereneeded to calculate both.

Determining latitudeTo determine latitude is to find out how far north orsouth you are from the equator. In the northernhemisphere, latitude is measured with reference toPolaris. Using a sextant, you measure the angle of Polarisabove the horizon, and this gives you your latitude,expressed in degrees. If Polaris is directly overhead, youmust be at the North Pole (90˚ north latitude); if it is onthe horizon, you must be at the equator (0˚).

Determining longitudeTo determine longitude is to find out how far east orwest you are from Greenwich, England. To do this, whileyou are still in your home port, you set your sea-goingclock for noon when the sun is at its highest point. Then,while you are at sea, you check the clock again when thesun is at its highest point. If the clock says 3 P.M., then youmust have traveled 3 hours west of the port. Since the sunmoves 15˚ per hour, 3 hours corresponds to 45˚ west.

0° longitude

45° West

Earth’saxis

Polaris

45° southof Polaris

Equator

Stars circlingPolaris

StationaryPolaris

45°Horizon

Noon

Ship’sClock Total of 45˚

Homeport

15˚ 15˚ 15˚

Motion 339

Build Science SkillsObserving Have students go out on aclear night and locate Polaris, the polestar. Students may do this on their own,or you may have a class field trip. If yougo as a group, also take a few pairs ofbinoculars and a telescope, if available.With a basic pair of binoculars, studentscan see many more stars, as well as manyinteresting celestial sights such as starclusters, the moons of Jupiter, and craterson Earth’s moon. Teach students how touse the two stars at the end of the BigDipper to locate Polaris. Then, follow theline from these two stars “up” away fromthe dipper (in the direction of the open-ing in the dipper; the actual direction willdepend on the position of the dipper).The first bright star in the line is Polaris.Have students use a protractor and aruler or other straight object to estimatePolaris’ angle of elevation above thehorizon. This angle should be equal tothe latitude at which you are observing.Have students compare their estimates to the actual latitude.Visual, Group, Portfolio

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SatellitenetworkThe globalnetworkconsists of 24 satellites insix different circularorbits around Earth.

The satellites orbit20,200 km aboveEarth’s surface.

Range of positions Eachsatellite transmits a range of

possible positions for the ship(shown here by colored circles).

Global Positioning System (GPS)A GPS receiver calculates its distancefrom a minimum of three satellitesby analyzing the different traveltimes of their signals. Thedistance from each satellite givesa range of possibilities for thereceiver’s location. To find itsexact position, a microchip in theon-board receiver calculateswhere the signals intersect.

Master control Located in Colorado,the master controlcommunicates withall the satellites.

On-boardGPS receiver

GPS satellite Eachsatellite emitsprecisely timedradio signals.

340 Chapter 11

Modern navigationToday’s sea navigators are fortunate bycomparison with their predecessors. Insteadof having to make complex calculationsinvolving times and sextant angles, they canbuy a global positioning system receiver. Thismodern receiver not only provides quick andaccurate readings of latitude and longitude,but it also displays the ship’s position on adigital chart.

340 Chapter 11

(continued)

Build Science SkillsMeasuring

Purpose After doing this activity, students will be able to use a handheld GPS receiver to findcoordinates, mark waypoints, and navigate to a location.

Materials handheld GPS receivers, 1 per group

Advance Prep Clear data from all theGPS receivers. Set all receivers so theyare using the same units for coordinates.If you are unfamiliar with operating aGPS receiver, review the manual andpractice marking a few waypoints(waypoints are locations that you storein the memory of a GPS unit). Findseveral locations on the school groundsand write down the GPS coordinates for those locations (students will returnto these locations in the activity).

Class Time 30 minutes

Procedure1. Start by showing the class the basicsof operating the GPS receiver. You maydo this outdoors, or if you are in theclassroom, put the receiver in simulatormode. Show students how to tell howstrong the signals are, how to read thecoordinates of their location, and howto mark a waypoint.2. Start all groups at a single point. Havethem acquire the coordinates at thatlocation and mark a waypoint. Assigneach group a different location and givethem the coordinates (but do not tellthem where the location is). Then, havethem use the receivers to find theirassigned locations. You may have themuse the navigation feature of the receiverto find the location, or they may just usethe coordinates. Have them mark awaypoint when they reach the location.3. After they have found their location,have the group return and describe thelocation to you. Verify that it is close tothe location that you intended. Checkeach group’s receiver to see if theirmarked waypoints have the correctcoordinates.

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� Research the term knots, which is used formeasuring a ship’s speed. Write a paragraphto explain how speed wasoriginally estimated on a shipby using knots.

� Take a Discovery ChannelVideo Field Trip by watching“Charting New Ground.”

Going Further

New routeplotted onscreen

GPS receiverToday, receivers are made in a range of sizesdown to handheld models. They usually give aposition accurate to 100 meters, but enhancedunits are accurate within 10 meters.

Positiongiven bysatellite

Charting a courseA navigator normally keeps a recordof the ship’s movements on a chart.Positions obtained by GPS or othermeans are plotted on the chart,which can also be used to workout a compass bearing or a coursefor the next part of the voyage.

Using radarA radar set displays nearbyland, boats, and othersurface objects. It is useful forboth navigation and collisionavoidance, especially infoggy conditions.

Ship’sposition

Transparentcompass

Coast

Opensea

Nautical dividersDividers are usedfor making chartmeasurements.

Motion 341

Video Field Trip

Expected Outcome Students may havetrouble finding the locations at first. TheGPS receivers may have varying degreesof accuracy, depending on the receiverand the outside conditions. Also, studentsmay be confused if the axes of the coordi-nates do not align with the boundaries of the area. However, students should get used to operating the receiver andfollowing the coordinates. Note that due to inaccuracies in GPS data and todifferences in individual receivers, thelocations that students find might notalign perfectly with the locations that you found initially.Kinesthetic, Group, Logical

Going FurtherStudents’ paragraphs should describehow early navigators measured thespeed of a ship by throwing a log orwooden panel overboard. The log orpanel was tied with a rope that hadknots tied at regular intervals. The speedof the ship (relative to the water) couldbe measured by counting the number ofknots that passed over the edge of theship in a certain time interval. Knots arestill used as units of speed in navigation,although they are measured with moreprecise instruments. 1 knot = 1 nauticalmile per hour = 6076 feet per hour =1.15 mph.Verbal

Motion 341

Longitude measures how far east or west alocation is.) What did navigators notice about how high the sun rose at noon innorthern regions? How could this be used to determine the position of their ships?(Navigators noticed that in northern regions thesun remained low in the sky even in the middle of the summer. The height of the sun at noon told navigators how far north they were. Somestudents may note that when the sun is low in the sky at noon in the Southern Hemisphere, thiswould indicate how far south you are.) How did

navigators know how far west they werefrom their homeport in the 1700s? (The ship’s clock would be set at the same time as the clock in the navigator’s homeport. As the ship traveled west, the sun was lower in the skywhen the clock read noon.) List two moderntechnologies that are now used in makingmaps. (Student answers may include aerialphotography, satellites, and computers.)

After students have viewed the Video Field Trip,ask them the following questions: What was theshape of Earth according to the ancientGreeks? What Earth dimension did theycalculate using this shape? (They knew Earth wasa sphere, and calculated its circumference.) Whatdoes latitude measure? Longitude? (Latitudemeasures how far north or south a location is.

Video Field Trip

Charting New Ground

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11.3 Acceleration

Reading StrategySummarizing Read the section onacceleration. Then copy and complete theconcept map below to organize what youknow about acceleration.

Key ConceptsHow are changes invelocity described?

How can you calculateacceleration?

How does a speed-timegraph indicate acceleration?

What is instantaneousacceleration?

Vocabulary◆ acceleration◆ free fall◆ constant

acceleration◆ linear graph◆ nonlinear graph

A basketball constantly changes velocity during a game. The player inFigure 11 dribbles the ball down the court, and the ball speeds up as it fallsand slows down as it rises. As she passes the ball, it flies through the airand suddenly stops when a teammate catches it. The velocity of the ballincreases again as it is thrown toward the basket.

But the rate at which velocity changes is also important. Imagine abasketball player running down the court and slowly coming to a stop.Now imagine the player running down the court and stopping sud-denly. If the player stops slowly, his or her velocity changes slowly. If theplayer stops suddenly, his or her velocity changes quickly. The ball han-dler’s teammates must position themselves to assist the drive or to take

a pass. Opposing team members want to prevent the ball handlerfrom reaching the basket. Each player must anticipate the ball han-dler’s motion.

Velocity changes frequently, not only in a basketball game, butthroughout our physical world. Describing changes in velocity, and howfast they occur, is a necessary part of describing motion.

What Is Acceleration?The rate at which velocity changes is called acceleration. Recall thatvelocity is a combination of speed and direction. Acceleration canbe described as changes in speed, changes in direction, or changes inboth. Acceleration is a vector.

Figure 11 The basketballconstantly changes velocity as it rises and falls.

is measured in units of

is a change in

b. ? c. ?a. ?

Acceleration

342 Chapter 11

342 Chapter 11

FOCUS

Objectives11.3.1 Identify changes in motion

that produce acceleration.11.3.2 Describe examples of constant

acceleration.11.3.3 Calculate the acceleration of

an object.11.3.4 Interpret speed-time and

distance-time graphs.11.3.5 Classify acceleration as positive

or negative.11.3.6 Describe instantaneous

acceleration.

Build VocabularyWord Forms Point out other forms of the terms or parts of the terms. Forexample, in this section explain that linearcontains the word line and means, “in astraight line,” or more generally, “havingto do with lines.” Then have studentspredict what nonlinear might mean. (It means not in a straight line or having to do with lines that are not straight.)

Reading Strategya. Speed (or direction)b. Direction (or speed)c. m/s2

INSTRUCT

What is Acceleration?Use VisualsFigure 11 Use the example of abouncing basketball to introduceacceleration. Ask, As the ball falls fromthe girl’s hand, how does its speedchange? (Its speed increases.) Whathappens to the speed of the ball as the ball rises from the ground back to her hand? (The speed decreases.) Atwhat points does the ball have zerovelocity? (When it touches the girl’s handand when it touches the floor) How doesthe velocity of the ball change when it bounces on the floor? (The speedquickly drops to zero, then quickly increasesagain. The ball also changes direction.)Visual, Logical

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Reading Focus

1

Section 11.3

Print• Reading and Study Workbook With

Math Support, Section 11.3• Math Skills and Problem Solving

Workbook, Section 11.3• Transparencies, Section 11.3

Technology• Interactive Textbook, Section 11.3• Presentation Pro CD-ROM, Section 11.3• Go Online, NSTA SciLinks, Acceleration

Section Resources

Changes in Speed We often use the wordacceleration to describe situations in which thespeed of an object is increasing. A television news-caster describing the liftoff of a rocket-launchedspace shuttle, for example, might exclaim, “Thatshuttle is really accelerating!” We understand thatthe newscaster is describing the spacecraft’s quicklyincreasing speed as it clears its launch pad and risesthrough the atmosphere. Scientifically, however,acceleration applies to any change in an object’svelocity. This change may be either an increase or adecrease in speed. Acceleration can be caused bypositive (increasing) change in speed or by negative(decreasing) change in speed.

For example, suppose that you are sitting on abus waiting at a stoplight. The light turns green andthe bus moves forward. You feel the acceleration asyou are pushed back against your seat. The acceler-ation is the result of an increase in the speed of thebus. As the bus moves down the street at a constantspeed, its acceleration is zero. You no longer feelpushed toward your seat. When the bus approachesanother stoplight, it begins to slow down. Again, itsspeed is changing, so the bus is accelerating. You feelpulled away from your seat. Acceleration resultsfrom increases or decreases in speed. As the busslows to a stop, it experiences negative acceleration,also known as deceleration. Deceleration is an accel-eration that slows an object’s speed.

An example of acceleration due to change inspeed is free fall, the movement of an object towardEarth solely because of gravity. Recall that the unitfor velocity is meters per second. The unit for accel-eration, then, is meters per second per second. Thisunit is typically written as meters per secondsquared (m/s2). Objects falling near Earth’s surfaceaccelerate downward at a rate of 9.8 m/s2. Eachsecond an object is in free fall, its velocity increasesdownward by 9.8 meters per second. Imagine thestone in Figure 12 falling from the mouth of thewell. After 1 second, the stone will be falling at about9.8 m/s. After 2 seconds, the stone will be goingfaster by 9.8 m/s. Its speed will now be downward at19.6 m/s. The change in the stone’s speed is 9.8 m/s2,the acceleration due to gravity.

t = 1 sv = 9.8 m/s

t = 3 sv = 29.4 m/s

t = 2 s v = 19.6 m/s

t = 0 sv = 0 m/s

Motion 343

Figure 12 The velocity of an object infree fall increases 9.8 m/s each second.

Build Reading LiteracyOutline Refer to page 156D inChapter 6, which provides theguidelines for an outline.

Have students create an outline ofSection 11.3 (pp. 342–348). Outlinesshould follow the head structure used in the section. Major headings are shownin green, and subheadings are shown in blue. Ask students, Based on youroutline, what are two types of changesassociated with acceleration? (Changesin speed and changes in direction) Nametwo types of graphs that can be usedto represent acceleration. (Speed-timegraphs and distance-time graphs)Verbal, Logical

Students may think that if an object isaccelerating then the object is speedingup. Explain to students that this is true incommon, everyday usage. But in scientificterms, acceleration refers to any change invelocity. Velocity is a vector including bothspeed and direction, so acceleration canbe speeding up, slowing down, or evenjust changing direction.Verbal

Use VisualsFigure 12 Have students examineFigure 12. Ask, How much time passesbetween each image of the fallingrock? (1 s) How does the distancetraveled change between successivetime intervals? (The distance traveledincreases.) How does the averagespeed change between successivetime intervals? (The average speedincreases.)Visual, Logical

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Motion 343

Customize for Inclusion Students

Visually Impaired Students who are visually impaired may graspthe concept of acceleration by considering thefollowing scenario. When traveling in a closedcar with your eyes closed, it is hard to tell howfar you have traveled or how fast you aregoing. But you can feel accelerations. Ask,How do you know when you are speeding

up or slowing down? (When speeding up, itfeels as if you are pressed against the back of theseat. When you are slowing down, it feels as ifyou are pulled forward against the seat belt.)How can you tell if you are changingdirection? (You can feel yourself pulled to oneside, away from the direction the car is turning.)

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Changes in Direction Acceleration isn’talways the result of changes in speed. You canaccelerate even if your speed is constant. Youexperience this type of acceleration if you ride abicycle around a curve. Although you may havea constant speed, your change in directionmeans you are accelerating. You also may haveexperienced this type of acceleration if you haveridden on a carousel like the one in Figure 13. Ahorse on the carousel is traveling at a constantspeed, but it is accelerating because its directionis constantly changing.

Changes in Speed and Direction Sometimes motion ischaracterized by changes in both speed and direction at the same time.You experience this type of motion if you ride on a roller coaster likethe one in Figure 14. The roller coaster ride starts out slowly as the carstravel up the steeply inclined rails. The cars reach the top of the incline.Suddenly they plummet toward the ground and then whip around acurve. You are thrown backward, forward, and sideways as your veloc-ity increases, decreases, and changes direction. Your acceleration isconstantly changing because of changes in the speed and direction ofthe cars of the roller coaster.

Similarly, passengers in a car moving at the posted speed limitalong a winding road experience rapidly changing acceleration. Thecar may enter a long curve at the same time that it slows to maintaina safe interval behind another car. The car is accelerating both becauseit is changing direction and because its speed is decreasing.

Figure 14 A roller coasterproduces acceleration due tochanges in both speed anddirection. Applying ConceptsDescribe the acceleration occuringat this instant on the rollercoaster ride.

344 Chapter 11

Figure 13 When you ride on acarousel, you accelerate becauseof the changing direction.

344 Chapter 11

Pendulum AccelerometerPurpose Students observe how thedisplacement of a pendulum can be used as evidence of acceleration, andhow a pendulum can show thatacceleration is taking place duringuniform circular motion.

Materials short pendulum (25 cm),turntable, lab stand, tape

Advance Prep Place the lab stand onthe outer edge of the turntable. Thestand should be tall enough to hold thependulum so that it doesn’t touch theturntable. Tape the base of the stand tothe turntable.

Procedure Tell students that apendulum can be used to provideevidence of acceleration. Accelerationcauses displacement of the pendulum.Demonstrate this by walking forwardand backward while holding a pen-dulum in one hand held in front of you.You will have to accelerate slightly asyou walk; otherwise, the pendulum willstart swinging. Ask students to describethe position of the pendulum when youstand still, walk forward, change direc-tion, and walk backward. Show studentsthe turntable, and tie the pendulum tothe lab stand. Ask students to predicthow the pendulum will be displacedwhen the turntable is spinning. Start theturntable spinning, and have studentscompare the observed displacement ofthe pendulum to their predictions.

Expected Outcome When you areholding the pendulum, the pendulum will be displaced toward you when youare walking forward and away from youwhen you are walking backward. Whenthe turntable is spinning, the pendulumwill be displaced away from the center of the turntable. This demonstrates thatacceleration is taking place during uni-form circular motion. The acceleration inthis case is purely a change in direction.Kinesthetic, Visual

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Section 11.3 (continued)

Motion 345

Constant Acceleration The velocityof an object moving in a straight line changes ata constant rate when the object is experiencingconstant acceleration. Constant acceleration isa steady change in velocity. That is, the veloc-ity of the object changes by the same amounteach second. An example of constant acceler-ation is illustrated by the jet airplane shownin Figure 15. The airplane’s acceleration maybe constant during a portion of its takeoff.

Calculating AccelerationAcceleration is the rate at which velocity changes. You calculateacceleration for straight-line motion by dividing the change in veloc-ity by the total time. If a is the acceleration, vi is the initial velocity, vfis the final velocity, and t is total time, this equation can be written asfollows.

Acceleration

Acceleration � �

Notice in this formula that velocity is in the numerator and timeis in the denominator. If the velocity increases, the numerator is pos-itive and thus the acceleration is also positive. For example, if you arecoasting downhill on a bicycle, your velocity increases and your accel-eration is positive. If the velocity decreases, then the numerator isnegative and the acceleration is also negative. For example, if you con-tinue coasting after you reach the bottom of the hill, your velocitydecreases and your acceleration is negative.

Remember that acceleration and velocity are both vector quanti-ties. Thus, if an object moving at constant speed changes its directionof travel, there is still acceleration. In other words, the acceleration canchange even if the velocity is constant. Think about a car moving at aconstant speed as it rounds a curve. Because its direction is changing,the car is accelerating.

To determine a change in velocity, subtract one velocity vectorfrom another. If the motion is in a straight line, however, the velocitycan be treated as speed. You can then find acceleration from the changein speed divided by the time.

(vf � vi)t

Change in velocityTotal time

What is constant acceleration?

For: Links on acceleration

Visit: www.SciLinks.org

Web Code: ccn-2113

Figure 15 Constant accelerationduring takeoff results in changesto an aircraft’s velocity that are ina constant direction.

CalculatingAccelerationBuild Science SkillsCalculating Once students havelearned the equation for acceleration,return to Figure 12 on p. 343. Apply theequation for acceleration to calculate themagnitude of the stone’s acceleration inthe first time interval:

a � (vf � vi)/t� (9.8 m/s � 0 m/s)/(1 s) � 9.8 m/s2

Then, have the students use the equationto calculate the acceleration of the stonefor other time intervals. They should find that for every time interval, themagnitude of the acceleration is 9.8 m/s2.Logical

L2

Motion 345

Answer to . . .

Figure 14 The roller coaster isaccelerating; its speed is increasing(because it is falling) and its direction ischanging (because the track is curved).

Constant acceleration is a steady change

in velocity.

Download a worksheet on accel-eration for students to complete,and find additional teacher supportfrom NSTA SciLinks.

0326_hsps09te_Ch11.qxp 4/18/07 3:16 PM Page 345

346 Chapter 11

Calculating AccelerationA ball rolls down a ramp, starting from rest. After 2 seconds, itsvelocity is 6 meters per second. What is the acceleration of the ball?

Read and UnderstandWhat information are you given?

Time � 2 s

Starting velocity � 0 m/s

Ending velocity � 6 m/s

Plan and SolveWhat unknown are you trying to calculate?

Acceleration � ?

What formula contains the given quantities and the unknown?

a �

Replace each variable with its known value.

Acceleration �

� 3 m/s2 down the ramp

Look Back and CheckIs your answer reasonable?

Objects in free fall accelerate at a rate of 9.8 m/s2. The ramp is not very steep. An acceleration of 3 m/s2

seems reasonable.

(6 m/s � 0 m/s)2 s

(vf � vi)t

1. A car traveling at 10 m/s starts todecelerate steadily. It comes to a complete stop in 20 seconds.What is its acceleration?

2. An airplane travels down arunway for 4.0 seconds with anacceleration of 9.0 m/s2. What isits change in velocity during this time?

3. A child drops a ball from abridge. The ball strikes the waterunder the bridge 2.0 secondslater. What is the velocity of theball when it strikes the water?

4. A boy throws a rock straight up into the air. It reaches thehighest point of its flight after2.5 seconds. How fast was therock going when it left the boy’s hand?

Graphs of Accelerated MotionYou can use a graph to calculate acceleration. For example, consider adownhill skier who is moving in a straight line. After traveling down thehill for 1 second, the skier’s speed is 4 meters per second. In the nextsecond the speed increases by an additional 4 meters per second, so theskier’s acceleration is 4 m/s2. Figure 16 is a graph of the skier’s speed.

The slope of a speed-time graph is acceleration. This slope ischange in speed divided by change in time.

346 Chapter 11

Solutions1. a � (vf � vi)/t � (0 m/s � 10 m/s)/20 s� �0.5 m/s2

2. (vf � vi) � at � (9.0 m/s2)(4.0 s) �36 m/s3. vi � 0; vf � at � (9.8 m/s2)(2.0 s) �2.0 � 101m/s4. vf � 0; vi � �at � �(9.8 m/s2)(2.5 s)� �25 m/s (the minus sign indicatesthat the velocity is in the directionopposite the acceleration) Logical

For Extra HelpStudents may have difficulty rearrangingthe equation to solve for other variables,especially for vi or vf. Write the procedureclearly on the board and describe eachstep. For example, to solve for vf, 1) multiply both sides of the equation by t, then 2) cancel the t/t on the rightside of the equation, then 3) add vi toboth sides of the equation. Afterwards,have students work in pairs and demon-strate the procedure for each other for thedifferent variables. When you feel theyunderstand the process, they can begin to solve problems that include numbers.Logical

Direct students to the Math Skillsin the Skills and Reference Handbookat the end of the student text foradditional help.

Additional Problems1. A sprinter accelerates from thestarting block to a speed of 8.0 m/s in4.0 s. What is the magnitude of thesprinter’s acceleration? (2.0 m/s2)2. A car is traveling at 14 m/s. Steppingon the gas pedal causes the car toaccelerate at 2.0 m/s2. How long doesthe driver have to step on the pedal toreach a speed of 18 m/s? (2.0 s)Logical, Portfolio

L1

Section 11.3 (continued)

Speed-Time Graphs The skier’s speed increased at a constantrate because the skier was moving down the hill with constant acceler-ation. Constant acceleration is represented on a speed–time graph by astraight line. The graph in Figure 16 is an example of a linear graph, inwhich the displayed data form straight-line parts. The slope of the lineis the acceleration.

Constant negative acceleration decreases speed. A speed-time graphof the motion of a bicycle slowing to a stop is shown in Figure 17. Thehorizontal line segment represents constant speed. The line segmentsloping downward represents the bicycle slowing down. The changein speed is negative, so the slope of the line is negative.

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Figure 16 The slope of a speed-time graph indicates acceleration.A positive slope shows that theskier’s acceleration is positive.

Motion 347

Figure 17 The horizontal partof the graph shows a biker’sconstant speed. The part of the graph with negative slopeshows negative acceleration as the mountain biker slows to a stop.

Graphs of AcceleratedMotionBuild Math SkillsFinding Slope on a Graph Remindstudents that the slope of a line on agraph is found by dividing the differenceof two points on the vertical axis by thecorresponding points on the horizontalaxis. The two points used to find theslope should be chosen as far apart onthe line as possible.

Have students calculate the slope of theline on the graph in Figure 16. Tell themalso to include the units in theircalculation. (4 m/s2) Now have themcalculate the slope of the line between10 and 20 seconds on the graph inFigure 17. (0.5 m/s2) Logical

Direct students to the Math Skills in the Skills and Reference Handbookat the end of the student text foradditional help.

Use VisualsFigure 17 Ask students the followingquestions about the speed-time graph in Figure 17. What are the units on thevertical axis? (m/s) What are the unitson the horizontal axis? (s) What wouldbe the units of the slope of a line onthis graph? (m/s/s, or m/s2) Remindstudents that the bike represents themotion of a mountain biker in thephotograph. Ask students, Is the bikemoving at time zero? (Yes) How fast isit moving at that time? (5 m/s) Whathappens to the bike after 10 seconds?(It starts to slow down.) How would youdescribe the acceleration of the bikefrom that point on? (The acceleration is constant and negative.)Visual, Logical

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Motion 347

Section 11.3 Assessment

Distance-Time Graphs Accelerated motion isrepresented by a curved line on a distance-time graph.In a nonlinear graph, a curve connects the data pointsthat are plotted. Figure 18 is a distance-time graph.The data in this graph are for a ball dropped fromrest toward the ground.

Compare the slope of the curve during the firstsecond to the slope of the curve during the fourthsecond. Notice that the slope is much greater duringthe fourth second than it is during the first second.Because the slope represents the speed of the ball, anincreasing slope means that the speed is increasing.Anincreasing speed means that the ball is accelerating.

Instantaneous AccelerationAcceleration is rarely constant, and motion is rarely in a straight line. Askateboarder moving along a half-pipe changes speed and direction. Asa result, her acceleration changes.At each moment she is accelerating, buther instantaneous acceleration is always changing. Instantaneousacceleration is how fast a velocity is changing at a specific instant.

Acceleration involves a change in velocity or direction or both, sothe vector of the skateboarder’s acceleration can point in any direc-tion. The vector’s length depends on how fast she is changing hervelocity. At every moment she has an instantaneous acceleration, evenif she is standing still and the acceleration vector is zero.

Reviewing Concepts1. Describe three types of changes

in velocity.

2. What is the equation for acceleration?

3. What shows acceleration on a speed-time graph?

4. Define instantaneous acceleration.

Critical Thinking5. Comparing and Contrasting How are

deceleration and acceleration related?

6. Applying Concepts Two trains leave a stationat the same time. Train A travels at a constantspeed of 16 m/s. Train B starts at 8.0 m/s butaccelerates constantly at 1.0 m/s2. After 10.0seconds, which train has the greater speed?

7. Inferring Suppose you plot the distancetraveled by an object at various times and you discover that the graph is not a straightline. What does this indicate about the object’s acceleration?

348 Chapter 11

8. A train moves from rest to a speed of 25 m/s in 30.0 seconds. What is the magnitude of its acceleration?

9. A car traveling at a speed of 25 m/sincreases its speed to 30.0 m/s in 10.0 seconds. What is the magnitude of its acceleration?

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Exponential growth of a colonyAcceleration Over Time

Figure 18 A distance-timegraph of accelerated motion is a curve.

348 Chapter 11

InstantaneousAccelerationIntegrate MathDifferential calculus is the branch ofmathematics that physicists use whenconsidering instantaneous quantities,such as instantaneous speed or instan-taneous acceleration. When you usecalculus to determine acceleration, youcan take the difference in velocities oversmaller and smaller time intervals untilthe time interval becomes, in effect,infinitely small. The slope of a curvedline is equal to the slope of a line drawntangent to a point on the plotted curve.Graphically, this is like finding the slopeof a line connecting two points on aspeed-time graph, but then moving thepoints closer and closer together untilyou have the slope of a line tangent tothe curve at a single point on the graph.In this case, the slope of the line repre-sents the instantaneous acceleration atthat point.Logical, Visual

ASSESSEvaluate UnderstandingAsk students to sketch a speed-timegraph of a car starting from rest,accelerating up to the speed limit,maintaining that speed, then slowingagain to a stop.

ReteachUse the graphs on page 347 to reteachthe concepts in the section. Ask studentsto identify which kind of accelerationcannot be shown on the graphs. (A change in direction)

Solutions 8. a � (vf � vi)/t �(25 m/s � 0 m/s)/(30.0 s) �0.83 m/s2

9. a � (vf � vi)/t �(30.0 m/s � 25 m/s)/(10.0 s) �0.50 m/s2

If your class subscribesto the Interactive Textbook, use it toreview key concepts in Section 11.3.

L2

L1

L2

3

L2

Section 11.3 (continued)

4. Instantaneous acceleration is how fast thevelocity is changing at a specific instant.5. Deceleration is a special case of accelerationin which the speed of an object is decreasing.6. Train B (v � vo � at � 8.0 m/s �(1.0 m/s2)(10.0 s) � 8.0 m/s �10.0 m/s � 18 m/s)7. The graph indicates that the object isaccelerating.

Section 11.3 Assessment

1. Changes in velocity can be described aschanges in speed, changes in direction, orchanges in both (or, an increase in speed, adecrease in speed, or a change in direction).2. a = (vf � vi)/t3. The slope of the line on a speed-time graphgives the acceleration.

C H A P T E R

326 Chapter 11

Motion

The time-lapse photo shows how �the position of a gymnast changes from moment to moment.

How do science concepts apply to yourworld? Here are some questions you’ll beable to answer after you read this chapter.

■ How can two people look at the same object, and only one of them see the object as moving? (Section 11.1)

■ One person says that your school is 5 blocks from the library, and another person says the two buildings are 7 blocks apart. How can both people be right? (Section 11.1)

■ What does a car’s speedometer measure? (Section 11.2)

■ How do ships stay on course? (page 338)

■ When you drop a stone off a cliff, how fast does the stone fall? (Section 11.3)

■ How can something that is slowing down be accelerating? (Section 11.3)

326 Chapter 11

ASSESS PRIORKNOWLEDGEUse the Chapter Pretest below to assessstudents’ prior knowledge. As needed,review these Science Concepts andMath Skills with students.

Review Science ConceptsSection 11.1 Review measurement.Remind students that measurements canbe expressed in SI units or other units.

Section 11.2 Review graphing ofscientific data. Remind students thatgraphs have different kinds of data oneach axis. The slope of a line on a graph isthe rise (change in vertical value) dividedby the run (change in horizontal value).

Section 11.3 Further review graphingof scientific data. Remind students thatdata may form a straight line or a curveon a graph. The slope of a curved line ata given point is the slope of the straightline tangent to the graph at that point.

Review Math SkillsConversion Factors, Averages, LineGraphs, Formulas and Equations,Significant FiguresStudents will need to calculate velocityand acceleration and create graphs ofmotion as a function of time.

Direct students to the Math Skills in the Skills and Reference Handbook at the end of the student text.

PHYSICS

Chapter 11

Chapter Pretest

1. How many meters are in 28 km? (28,000 m)2. Convert 35 km/h to a speed in m/s. (9.7 m/s)3. Rearrange the following equation to solvefor d: v � d/t. (d � vt)4. Rearrange the following equation to solvefor vf : a � (vf � vi)/t. (vf � at �vi)5. What are the SI units for distance andtime? (Meters and seconds)

6. Which of the following describes theslope of a line? (d)

a. rise � runb. run/risec. run � rised. rise/run

7. If a graph uses units of meters on thevertical axis and units of seconds on thehorizontal axis, what would be the units of the slope of a line on the graph? (m/s)

8. Which of the following is true about acurved line on a graph? (b)

a. The slope is the same at every point.b. The slope of the line may be different

at every point.c. The line has no slope.d. The slope of the line is zero.

PHYSICS

11.1 Distance and Displacement

11.2 Speed and Velocity

11.3 Acceleration

Chapter Preview

How Does a Ramp Affect a Rolling Marble?Procedure1. Form a ramp by placing one end of a 1-meter-

long board on a stack of six identical books.

2. Have your partner release a marble at the topof the ramp. Use a stopwatch to measure thetime the marble takes to reach the bottom.Record this time.

3. Predicting How many books tall would thestack have to be to double the time neededfor the marble to reach the ramp’s bottom?Record your prediction.

4. Test your prediction. Remove one book fromthe stack and repeat Step 2. Continue thisprocess until the time needed for the marbleto roll down the ramp doubles.

Think About It1. Predicting What would happen to the time

needed for the marble to roll down the rampif the ramp were nearly horizontal?

2. Formulating Hypotheses If you keep addingbooks to the stack, will the time needed for themarble to roll down the ramp decreaseindefinitely? Explain your answer.

Motion 327

Video Field Trip

Charting New GroundHow Does a Ramp Affect a Rolling Marble?Purpose In this activity, students will begin to describe how the steepnessof a ramp affects the motion of a rolling marble.

Skills Focus Measuring, Predicting

Prep Time 10 minutes

Materials 1-m long wooden board atleast 10 cm wide, 6 identical textbooks,stopwatch, marble

Class Time 20 minutes

Safety Students must wear safetygoggles. Ensure that the boards aresmooth to prevent splinters.

Teaching Tips• The boards should not be curved or

warped so that the marbles do not rolloff the sides of the ramps.

Expected Outcome Students willobserve that the marble takes longer todescend when the steepness of theramp is reduced.

Predicting Students may correctlypredict that a height of three bookswould approximately double the timethe marble takes to reach the bottom of the ramp.

Think About It1. The time needed would be very longbecause the speed of the marble wouldbe almost zero.2. When the ramp is vertical, the marbleis in free fall and the time requiredreaches a finite minimum value. Kinesthetic, Group

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Motion 327

Encourage students to view the Video Field Trip“Charting New Ground.”

ENGAGE/EXPLORE

Video Field Trip

Charting New Ground

0326_hsps09te_Ch11.qxp 3/6/07 12:59 PM Page 327

Motion 349

In this lab, you will graph the motion of a marblefalling through shampoo.

Problem What does a distance-time graphlook like for a marble falling through shampoo?

Materials

Skills Measuring, Observing, Using Tables and Graphs

Procedure1. On a separate sheet of paper, make a copy

of the data table shown.

2. Wrap a small amount of masking tape aroundthe tips of the forceps. This will allow you togrip the marble with them.

3. Measure the distance between the 10-mLgradations on the 100-mL graduated cylinder.Record the new distance in the first row ofyour data table.

4. Multiply this distance by 2 and write the resultin the second row. For the third row, multiplythe distance by 3. Continue until you havewritten distances in 10 rows.

5. Slowly pour 100 mL of clear shampoo into the 100-mL graduated cylinder.

• clear shampoo• 100-mL graduated

cylinder• 2 small marbles• stopwatch• forceps• masking tape

• metric ruler• 10-mL graduated

cylinder• long glass

stirring rod• dropper pipet• graph paper

Investigating the Velocity of a Sinking Marble

Data Table

Distance (mm)First Marble

Time (s)Second Marble

Time (s)

For: Data sharing

Visit: PHSchool.com

Web Code: ccd-2110

6. Be ready to observe the marble as it fallsthrough the shampoo. Grasp the marble withthe forceps and hold the marble just above theshampoo-filled graduated cylinder.

7. Say “Go!” as you drop the marble into theshampoo. At the same moment, your partnershould start the stopwatch.

8. Each time the lower edge of the marblereaches a 10-mL mark on the cylinder, say“Now.” Your partner should note and recordthe time on the stopwatch.

9. Continue calling out “Now” each time themarble reaches a 10-mL mark until it comes torest on the bottom of the cylinder. Say “Stop!”

10. Use the 10-mL graduated cylinder to addabout 8 mL of water to the 100-mL graduatedcylinder. Use the glass stirring rod to mix thewater and shampoo gently but thoroughly.

11. With the dropper pipet, remove enough liquidfrom the graduated cylinder to decrease thevolume to 100 mL.

12. Repeat Steps 6 through 9 using another marble.

13. Wash all supplies as instructed by your teacher.

Analyze and Conclude1. Using Tables and Graphs Use the data

you collected to make a distance-time graphfor each of the two marbles.

2. Observing Explain the motion of the marblesas they fell through the shampoo. How didyou show this motion on your graphs?

3. Inferring Based on your graphs, were themarbles accelerating? Explain your answers.

4. Calculating Use your data table to calculatethe average speed of each marble.

Investigating the Velocity of a Sinking MarbleObjectiveAfter completing this activity, studentswill be able to• use a distance-time graph to

determine speed and acceleration.

Skills Focus Observing,Formulating Hypotheses, Using Tables and Graphs

Prep Time 10 minutes

Alternative Materials Corn syrup ormild laundry detergent can be used inplace of shampoo.

Class Time 40 minutes

Safety Have students wear safetygoggles to ensure shampoo does notenter their eyes.

Teaching Tips• Tell students to pour the shampoo

into the graduated cylinder so that aslittle as possible sticks to the side.

Expected Outcome The marble fallsmore quickly through diluted shampoothan through undiluted shampoo.

Sample Data

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Motion 349

Analyze and Conclude1. The graph should be a nearly straight line forboth marbles. The graph for the second marblewill be steeper.2. At first, the marbles fell at a nearly constantvelocity, which is shown as a straight line on thedistance-time graph. The second marble fell fasterthan the first marble. As the marbles approachedthe bottom of the cylinder, the viscosity of theshampoo caused them to slow down.

3. Answers will depend on the viscosity of theshampoo. In most cases, the marble did notaccelerate because of the resistance from theviscous shampoo.4. The speeds will depend on the type ofshampoo used. Typical speeds are 2.5 mm/s and6.0 mm/s for marbles falling in shampoo anddiluted shampoo, respectively.Logical, Kinesthetic

Students should see that themarbles have a nearly constantspeed until they near the bottom ofthe graduated cylinder, where theybegin to slow, but students’ resultswill depend on their own data andthe data on the site.

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326A Chapter 11

Planning Guide

SECTION OBJECTIVES STANDARDS ACTIVITIES and LABSNATIONAL STATE

A-1, B-4, E-2,F-1, G-1, G-3

A-1, A-2, B-4,D-1

A-1, A-2, B-4

11.2 Speed and Velocity, pp. 332–337

1 block or 2 periods

11.2.1 Identify appropriate SI units formeasuring speed.

11.2.2 Compare and contrast average speedand instantaneous speed.

11.2.3 Interpret distance-time graphs.

11.2.4 Calculate the speed of an object using slopes.

11.2.5 Describe how velocities combine.

11.3 Acceleration, pp. 342–348

1 block or 2 periods

11.3.1 Identify changes in motion that produce acceleration.

11.3.2 Describe examples of constantacceleration.

11.3.3 Calculate the acceleration of an object.

11.3.4 Interpret speed-time and distance-timegraphs.

11.3.5 Classify acceleration as positive or negative.

11.3.6 Describe instantaneous acceleration.

11.1 Distance and Displacement, pp. 328–331

1 block or 2 periods

11.1.1 Identify frames of reference and describehow they are used to measure motion.

11.1.2 Identify appropriate SI units formeasuring distances.

11.1.3 Distinguish between distance anddisplacement.

11.1.4 Calculate displacement using vector addition.

SE Exploration Lab: Investigating the Velocity of a Sinking Marble,p. 349

TE Teacher Demo: Ticker Tape Car,p. 334

LM Investigation 11B: Investigating Free Fall L1

L2

L2

TE Teacher Demo: PendulumAccelerometer, p. 344 L2

SE Inquiry Activity: How Does a RampAffect a Rolling Marble? p. 327

SE Quick Lab: Comparing Distance and Displacement, p. 330

TE Teacher Demo: Frames of Reference, p. 329

LM Investigation 11A: Measuring Distance and Displacement L2

L2

L2

L2

Easy Planner Teacher Express

Motion 326B

Quantities for each group

STUDENT EDITION

Inquiry Activity, p. 3271-m long wooden board atleast 10 cm wide, 6 identicaltextbooks, stopwatch, marble

Quick Lab, p. 330graph paper, metric ruler

Exploration Lab, p. 349clear shampoo, 100-mLgraduated cylinder, 2 smallmarbles, stopwatch, forceps,masking tape, metric ruler, 10-mL graduated cylinder, longglass stirring rod, dropperpipet, graph paper

TEACHER’S EDITION

Teacher Demo, p. 329tennis ball

Teacher Demo, p. 334toy car, ticker tape, ticker timer (acceleration timer),masking tape

Build Science Skills, p. 340handheld GPS receivers, 1 per group

Teacher Demo, p. 344short pendulum (25 cm),turntable, lab stand, tape

Materials for Activities and Labs

Chapter Assessment

CHAPTER ASSESSMENT

SE Chapter Assessment, pp. 351–352

CUT Chapter 11 Test A, BCTB Chapter 11iT Chapter 11PHSchool.com GOWeb Code: cca-2110

STANDARDIZED TEST PREP

SE Chapter 11, p. 353TP Diagnose and Prescribe

Go online for these Internet resources.

Web Code: ccd-2110Web Code: cca-2110 Web Code: ccn-2111

Web Code: ccn-2112Web Code: ccn-2113

Interactive Textbook withassessment at PHSchool.com

Ability Levels Components

For students who need additional help

For all students

For students who need to be challengedL3

L2

L1 SE Student EditionTE Teacher’s EditionLM Laboratory ManualPLM Probeware Lab

Manual

RSW Reading & StudyWorkbook

MSPS Math Skills &Problem SolvingWorkbook

CUT Chapter & Unit TestsCTB Computer Test BankTP Test Prep ResourcesDC Discovery Channel

Videotapes & DVDs

T TransparenciesiT Interactive TextbookP Presentation Pro

CD-ROMGO Internet Resources

RESOURCES SECTION

PRINT and TECHNOLOGY ASSESSMENT

RSW Section 11.1

T Chapter 11 Pretest

Section 11.1

P Chapter 11 Pretest

Section 11.1

GO Comparing

frames of reference L2

L2

L2

L2

L2

L1 SE Section 11.1Assessment, p. 331

iT Section 11.1

RSW Section 11.2

RSW Math Skill

MSPS Section 11.2

DC Charting New

Ground

T Section 11.2

P Section 11.2

GO Motion

GO Data sharing L2

L2

L2

L2

L2

L2

L2

L1 SE Section 11.2Assessment, p. 337

iT Section 11.2

RSW Section 11.3

MSPS Section 11.3

T Section 11.3

P Section 11.3

GO Acceleration L2

L2

L2

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L1 SE Section 11.3Assessment, p. 348

iT Section 11.3

326C Chapter 11

Physics Refresher

Distance and Displacement 11.1

For one-dimensional motion,the position of an object canbe defined by a function x(t).Displacement over a timeinterval can then be defined asDx � x2 � x1. In more thanone dimension, the displace-ment can be defined by asingle vector function:

s(t) = x(t)i � y(t)j � . . .

In this equation, s(t) is the dis-placement as a function oftime, i and j are unit vectors inthe horizontal and vertical directions, respectively, and x(t) andy(t) are positions along the horizontal axis and vertical axis asfunctions of time.

Distance is how far an object travels on a path. Displacementis the straight-line distance from the start point to the end point.

Speed and Velocity 11.2

Velocity is defined as the rate of change of displacement.This can be expressed by thefollowing differential equation:

v(t) = ds(t)/dt

Taking the derivative ofdisplacement as shown abovegives the instantaneous veloc-ity at a point. The magnitudeof this vector is the instanta-neous speed.

Students may use the equa-tion v̄ � d/t to calculate averagespeed over a time interval, where v̄ is the average speed, d is thedistance traveled during a time interval, and t is the time interval.

Before you teach

The location of an objectcan be described by statingits distance from a givenpoint, ignoring direction.To describe position fully,you must specify bothdistance and direction.For a strategy to over-come this misconception,see Address Misconcep-tions on page 330.

Big IdeasMost of physics, and all of science, is concerned withmotions. Before students can learn about the how(forces) and why (energy) of motions, they need to beable to describe them.

Space and Time In our local region of the universe,space has three spatial dimensions. Space is closelyrelated to time, which is often considered to be a fourthdimension. In fact, large distances are measured in light-years, which are units of time.

Einstein demonstrated that all motions are relative,so a frame of reference within the three-dimensionalspace must be chosen. Distances, directions, anddisplacements are always measured relative to a frame of reference. Displacement is the combination ofdistance and direction.

Because it is important to describe motion over time,rates such as speed and velocity are often used. Velocityis the combination of speed and direction, analogous tothe relation between displacement and distance. Accel-eration is another common way to describe motion.Acceleration is the rate at which motion changes. Dis-placement, velocity, and acceleration are the mostcommon examples of vectors.

Forces and Motion The motions of objects changewhen forces act upon them. Students need to be able tocalculate these motions, and to be able to graph them.When there are no accelerations (no net forces), velocitiesare constant. These constant velocities plot as straight lines on a speed-time graph. When there are net forces,non-zero accelerations result in non-linear curves on a speed-time graph.

Matter and Energy Objects that appear to be motionless contain atoms that are continuously inmotion—vibrating and colliding. Even pure electro-magnetic energy such as light is in motion. Many of thefollowing physics chapters explore the relations betweenmatter and energy. In all cases, understanding andmeasuring how this matter and energy moves is a funda-mental part of understanding the laws of the universe.

From the AuthorMichael WysessionWashington University

An object’s speed is thesame as its velocity.Velocity is a vectorquantity that describesboth speed and thedirection of motion. For a strategy to overcomethis misconception, seeAddress Misconceptionson page 336.

Motion 326D

For: Teaching methods for motionVisit: www.SciLinks.org/PDLinksWeb Code: ccn-1199

Acceleration 11.3

Acceleration is defined as therate of change of velocity. Thiscan be expressed by the follow-ing differential equation:

a(t) � dv(t)/dt

Acceleration, like velocity anddisplacement, is a vector quan-tity having both magnitude anddirection. Acceleration can be achange in speed, a change indirection, or both.

Taking the derivative ofvelocity as shown above givesthe instantaneous accelerationat a point. For motion along

a straight line, students may use the following equation a � (vf � vi)/t to calculate average acceleration, where a is theaverage acceleration, vf is the final speed, vi is the initial speed,and t is the time interval. Note that if velocity of an object mov-ing in the positive direction decreases during the time interval,vf � vi, and the average acceleration is negative.

Graphing Motion 11.2 and 11.3

Speed in one-dimensional motion can be shown on a graph of dis-tance versus time, as shown in Figure A below. Constant speedappears on the graph as a straight line with finite, nonzero slope.The greater the absolute value of the slope, the greater the speed. Ahorizontal line represents zero velocity.

Acceleration in one-dimensional motion can be shown on agraph of distance versus time, or on a graph of speed versus time,as shown below right in Figure B. On a speed-time graph, con-stant speed is a horizontal line (with a slope of zero) and constant

acceleration is a straight line with a nonzero slope. On a distance-time graph, constant acceleration appears as a curved line.

Build Reading Literacy

Monitor Your Understanding

Self-Questioning and Self-Adjusting While ReadingStrategy Help students read and understand difficulttechnical material. This strategy enables students to focus ontheir own thought processes as they actively question and applyfix-up strategies to improve comprehension. First, present thethree steps in the example below, reviewing the fix-up strategiesin Step 2. Then, before students begin, assign a section inChapter 11, such as Section 11.2, pp. 332–337, for them to read.You might want to model the strategy with a paragraph or twobefore having students practice it on their own.

Example1. Self-Question Have students read and think about theparagraphs under each heading, stopping often to askthemselves questions such as, “Do I understand this?” “Is thisclear?” and “Does this answer my questions about ?”2. Identify Trouble Spots and Apply Fix-Up Strategies

• Reread/Adjust Reading Pace When students do notunderstand a paragraph, have them reread it slowly, makingsure they understand each sentence before they continue.

• Clarify When students encounter a difficult paragraph,suggest they state what they do understand, talk throughconfusing points or steps in a process, or relate newinformation to concepts and examples that are already familiarto them.

• Read Ahead/Use Visuals and Captions Show students how to use visuals and captions to help clarify a process or a concept.Suggest that they can also read ahead to see whether a process or concept is discussed further as part of another concept.

• Use Outside Resources Point out, too, that students shouldseek assistance from friends, teachers, or other resources. Hearingadditional examples or more than one person’s explanation oftenaids comprehension. 3. Self-Check After students read, have them check their under-standing by summarizing or retelling the main idea of aparagraph or section.

See p. 329 for a script on how to use the monitor yourunderstanding strategy with students. For additional BuildReading Literacy strategies, see pp. 336 and 343.

If an object is accelerating,then the object is speedingup. Acceleration is anychange in velocity. Thiscan be an increase inspeed, a decrease inspeed, or a change indirection. For a strategyto overcome this miscon -ception, see AddressMisconceptions on page 343.

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Figure A

Figure B

350 Chapter 11

CHAPTER

11 Study Guide11.1 Distance and Displacement

Key Concepts

• To describe motion accurately and completely, aframe of reference is needed.

• Distance is the length of the path between twopoints. Displacement is the direction from thestarting point and the length of a straight line fromthe starting point to the ending point.

• Add displacements by using vector addition.

Vocabulary

frame of reference, p. 328

relative motion, p. 329

distance, p. 329

vector, p. 330

resultant vector, p. 331

11.2 Speed and Velocity

Key Concepts

• Average speed is computed for the entire durationof a trip, and instantaneous speed is measured at aparticular instant.

• Average speed �

• The slope of a line on a distance-time graph is speed.

• Velocity is a description of both speed anddirection of motion. Velocity is a vector.

• Two or more velocities add by vector addition.

Vocabulary

speed, p. 332

average speed, p. 333

instantaneous speed, p. 334

velocity, p. 336

Total distanceTotal time

11.3 Acceleration

Key Concepts

• Acceleration can be described as changes in speed, changes in direction, or changes in both. Acceleration is a vector.

• You calculate acceleration by dividing the changein velocity by the total time.

Acceleration �

• The slope of a speed-time graph is the acceleration.

• Instantaneous acceleration is how fast a velocity is changing at a specific instant.

Vocabulary

acceleration, p. 342

free fall, p. 343

constant acceleration, p. 345

linear graph, p. 347

nonlinear graph, p. 348

Concept Map Copy the concept map below onto asheet of paper. Use information from the chapter tocomplete the concept map.

Thinking Visually

vf � vit

is describedin terms of

a combination of

from

changes inspeed

changes indirection

Motion

displacement acceleration

speed

a. ?

c. ?

direction ofmovement

b. ?

a combination of

d. ?

350 Chapter 11

Study Guide

Study TipSchedule Study TimeTell students to get into the habit ofstudying each day. They should set asidea block of time for reviewing their sciencenotes. Tell students that focused dailystudy will reinforce what they learn inclass and prepare them for test taking.

Thinking Visuallya. Velocityb. Distancec. Directiond. Changes in both speed and direction

Chapter 11

Print• Chapter and Unit Tests, Chapter 11

Test A and Test B• Test Prep Resources, Chapter 11

Technology• Computer Test Bank, Chapter Test 11• Interactive Textbook, Chapter 11• Go Online, PHSchool.com, Chapter 11

Chapter Resources

Motion 351

CHAPTER

11 Assessment

Choose the letter that best answers the question orcompletes the statement.

1. Motion is described with respect to aa. graph. b. displacement.c. slope. d. frame of reference.

2. Displacement is distance combined witha. direction. b. speed.c. velocity. d. magnitude.

3. Displacement vectors of 3 m and 5 m in the same direction combine to make adisplacement vector that is

a. 2 m. b. 0 m. c. 8 m. d. 15 m.

4. Average speed is the total distance divided by the

a. average distance.b. average acceleration.c. total time.d. slope.

5. The slope of a distance-time graph is equal to thea. speed. b. acceleration.c. displacement. d. motion.

6. Velocity isa. the slope of a linear graph.b. acceleration divided by displacement.c. speed with direction.d. the same in all reference frames.

7. Two or more velocities can be combined by a. graphing the slope.b. using vector addition.c. calculating the instantaneous speed.d. determining the rate.

8. A ball just dropped is an example ofa. constant speed.b. instantaneous speed.c. combining displacements.d. free fall.

9. Acceleration is equal toa. distance divided by time.b. change in speed divided by time.c. the slope of a distance-time graph.d. change in speed multiplied by time.

Reviewing Content 10. The rate at which velocity is changing at a giveninstant is described by

a. instantaneous acceleration.b. average speed.c. constant speed.d. vector addition.

11. Why is it necessary to choose a single frame ofreference when measuring motion?

12. For what kinds of distances would you choose tomake measurements in millimeters? In kilometers?

13. Light from a star travels to Earth in a straight line at a constant speed of almost 300,000 km/s.What is the acceleration of the light?

14. If two displacement vectors add to yield a totaldisplacement of zero, what do you know aboutthe two displacements?

15. How will the total distance traveled by a car in 2 hours be affected if the average speed is doubled?

16. How do you know that a speedometer tells you the instantaneous speed of a car?

17. On a distance-time graph, what would the curve describing constant speed look like?

18. A spider is crawling on a wall. First it crawls 1 meter up, then 1 meter to the left, and then 1 meter down. What is its total displacement?

19. A jogger travels 8.0 kilometers in 1.25 hours. What is the jogger’s average speed?

20. You see a lightning bolt in the sky. You hear aclap of thunder 3 seconds later. The soundtravels at a speed of 330 m/s. How far away was the lightning? (Hint: Assume you seelightning instantly.)

21. If a river current is 8.0 m/s, and a boat istraveling 10.0 m/s upstream, what is the boat’sspeed relative to the riverbank?

22. If an object is moving with constant velocity,what do you know about its acceleration?

23. If the plotted points on a speed-time graph do not form a straight line, what do you knowabout the object’s acceleration?

24. Explain a situation in which you can accelerateeven though your speed doesn’t change.

Understanding Concepts

Interactive Textbook withassessment at PHSchool.com

Assessment

If your class subscribesto the Interactive Textbook, your students can go online to access aninteractive version of the StudentEdition and a self-test.

Reviewing Content1. d 2. a 3. c4. c 5. a 6. c7. b 8. d 9. b

10. a

Understanding Concepts11. The motion appears to be differentin different frames of reference.12. Very small distances would bemeasured in millimeters. Very largedistances would be measured inkilometers.13. It has zero acceleration.14. They are equal in length andopposite in direction.15. The total distance would double.16. A speedometer tells how fast anobject is moving at a particular instantin time, which is the same as itsinstantaneous speed.17. The curve of an object moving atconstant speed would be a straight lineon a distance-time graph.18. 1 meter to the left19. 6.4 km/h20. 990 meters21. 2.0 m/s22. Acceleration is the change in velocitydivided by the total time. If there is nochange in velocity, then the accelerationis zero.23. The object’s acceleration is notconstant.24. Possible answer: moving in a circularmotion with constant speed

Motion 351

Homework GuideSection

11.111.211.3

Questions1–3, 11–12, 14, 18–19, 354–7, 15–17, 20–21, 25–27, 29–30, 348–10, 13, 22–24, 28, 31–33

352 Chapter 11

CHAPTER

11 Assessment (continued)

25. Applying Concepts A girl moves at 2 m/sdelivering newspapers. She throws a newspaperdirectly behind her at 2 m/s. In the frame ofreference of someone standing nearby, what isthe motion of the newspaper?

26. Designing an Experiment Design anexperiment to measure the speed of a toy train going around a circular track.

27. Analyzing Data A raft floats downstream.After 1 minute it has moved 50.0 meters. After 2 minutes it has moved 100.0 meters. After 3 minutes it has moved 150.0 meters. Could theraft’s speed be constant? Explain.

28. Problem Solving A rocket ship is movingthrough space at 1000 m/s. It accelerates in the same direction at 4 m/s2. What is its speedafter 100 seconds?

Use the following graph to answer Questions 29 and 30.

29. Using Graphs The graph above shows themotion for a person walking down a street.Describe the history of the motion.

30. Using Graphs How fast is the person walkingduring the first 10 seconds?

31. Calculating A car starts from rest and increasesits speed to 15 m/s in 20 seconds. What is thecar’s acceleration?

Math Skills

Critical Thinking

32. Predicting The propulsion system of therocket ship described in problem 28 is tested. Its rockets are fired and the ship accelerates fromrest at 5 m/s2 for 2 minutes. How does theship’s final velocity compare with the ship’sinitial velocity in problem 28?

33. Comparing and Contrasting Compare the case of a rubber ball falling through the air and a rubber ball bouncing up and down on a hard floor. For which of these cases is theinstantaneous acceleration always the same as the constant acceleration?

34. Calculating Two trains on parallel tracks aretraveling in the same direction. One train starts10 km behind the other. It overtakes the firsttrain in 2 hours. What is the relative speed of the second train with respect to the first train?

35. Writing in Science Write a paragraphexplaining how different reference frames affectdescriptions of motion in the following scenario.A basketball player dribbles down the court at aconstant speed and then shoots the ball into thebasket. Describe the motion of the ball from thereference frame of a camera mounted directlybehind the basket. Then, describe the motion ofthe ball from the reference frame of thebasketball player. (Hint: Sketch displacementversus time graphs of the ball’s motion based oneach reference frame.)

Creating a Table Use a table to present thedistances and displacements between familiar places.In a third column include the average speed at whichyou travel between these places. Be sure to list theplaces in pairs, such as home and school, a park andthe library, or your bed and front door. Estimate thedisplacement if you can’t measure it.

Performance-Based Assessment

Concepts in Action

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For: Self-grading assessmentVisit: PHSchool.comWeb Code: cca-2110

352 Chapter 11

Critical Thinking25. The velocities of 2 m/s forward and 2 m/s backwards cancel. An observerstanding nearby would see the news-paper drop vertically to the ground.26. Students’ experiments shouldinclude measuring the track andmeasuring the time for the train to goaround the track. They should alsomention calculating the speed fromthese measurements.27. The raft could be moving with a constant speed because the speedduring each measured interval is the same.28. 1400 m/s

Math Skills29. For the first 10 seconds, the person iswalking at a constant rate. For the next10 seconds, the person is standing still.30. 1.5 m/s31. 0.75 m/s2

Concepts in Action32. The ship’s final velocity is 600 m/s,less than its velocity in problem 28.33. At each moment, the falling ball hasan instantaneous acceleration that is thesame as its constant downward acceler-ation of 9.8 m/s2. The ball bouncing onthe floor has a changing accelerationeach time it hits the ground.34. 5 km/h35. Descriptions will vary but shouldinclude the up-and-down dribblingmotion of the ball, the movement of theplayer down the court, and the projectilemotion of the ball after it is shot towardthe basket.

Chapter 11

Performance-Based AssessmentStudents’ tables should include several pairs oflocations. In most cases, the distance traveledshould be greater than the magnitude of thedisplacement between the locations. Studentsshould use distance and time units appropriateto each pair of locations. Make sure the values foraverage speeds are realistic.

Your students can independentlytest their knowledge of the chapterand print out their results for your files.

Motion 353

Standardized Test Prep

1. A delivery truck driver’s round-trip route from thewarehouse takes her 3 km east, then 1 km north,then 3 km west, and then 1 km south. Which ofthe following statements is FALSE?(A) The displacement of the round trip is zero.(B) The distance of the round trip is 8 km.(C) After driving 3 km east, the magnitude of

the distance and displacement are the same.(D) After driving 3 km east and 1 km north,

the magnitude of the distance anddisplacement are the same.

(E) none of the above

2. A runner completes a 10.0-km race in exactly 30 minutes. What is the runner’s average speed in km/h? (60 minutes � 1 hour)(A) 30.0 km/h (B) 20.0 km/h(C) 15.0 km/h (D) 10.0 km/h(E) 5.00 km/h

3. Which of the following is NOT a vector quantity?(A) velocity(B) displacement(C) distance(D) acceleration(E) none of the above

4. Based on the speed-time graph shown at the left, what is the acceleration during the first 2 seconds?(A) 1 m/s2

(B) 2 m/s2

(C) 4 m/s2

(D) 5 m/s2

(E) 10 m/s2

5. A race car drives around a circular race track atconstant speed. Which of the followingstatements is TRUE?(A) A speed-time graph of the car’s motion

would be a horizontal line.(B) A distance-time graph of the car’s

motion would be a straight line with apositive slope.

(C) The velocity of the car is constantlychanging.

(D) The car is constantly accelerating.(E) all of the above

Test-Taking Tip

When answering a question with a graph, keepthese tips in mind:

• Read the question thoroughly to identifywhat the question is asking.

• Study the name of the graph, if applicable.This may help you identify what informationis available from the graph.

• Carefully examine the graph and take note of the axes labels.

• Identify the scale of the axes.

• Recall information, equations, definitions,relationships, and so forth that may berequired to interpret the graph. For example,the slope of a distance-time graph is thespeed of the object.

• Once you have chosen your answer, check itagainst the graph.

The graph above depicts motion in a straightline. During which time periods does acceleration occur?

(A) 0 s�2 s only(B) 0 s�2 s and 6 s�8 s only(C) 16 s�18 s only(D) 0 s�2 s, 6 s�8 s, and 16 s�18 s only(E) Acceleration occurs during the entire time

period shown.

(Answer: D)

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Determining Distance

Standardized Test Prep1. D 2. B 3. C4. D 5. E

Motion 353

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