Intersting Questions
Q:-A car turns a corner with a constant speed of 30 mph. Mr. Nichols claims that the car is
experiencing an acceleration. Can you explain how this is possible?
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Q:- Walking Around a Table
Beth is not very happy with Mr. Nicholls. On her lab report he crossed out the word ‘distance’
and wrote the word ‘displacement’ above it. Beth challenged the teacher on it. “You are just
being picky”, she tells him, “distance and displacement mean the same thing.”
“No they don’t,” he said, “Let me show you.” Mr. Nicholls asked Beth to stand next to the
corner of the lab table. They agreed that the table was about 1.5 meters wide and 2 meters long.
They also agreed that the corner of the table would be the origin.
“Now walk around the table, from one corner to the next, until you return to the corner where
you started,” Mr. Nicholls told her. Beth did that. “Okay, now what distance did you travel?”,
he asked her. “Seven meters”, she said. “And what was your displacement?”, he asked. “Seven
meters,” she replied. “No,” he said, “Your displacement isn’t seven meters, it’s zero”
Can you explain why?
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Q:- The Velocity of a Toy Car
The class was completing an experiment where they were measuring the constant velocity of a
toy car. According to Alonzo and Daniel, their wind-up car traveled 84 cm in 5 seconds, so they
reported a value of 16.8 cm/sec for the velocity of the car. Mr. Nichol’s told them that their
answer was not the velocity of the car.
Alonzo and Daniel did not make a mistake in their measurements or mathematics, and yet Mr. Nichol’s was still right. Can you explain this?
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Q:- Kinematics graphs
Mr. Nicholls asked the class to sketch kinematics graphs of the vertical motion of a child
swinging on a swing. (He told them to ignore the horizontal motion). Up was taken to be the
positive direction and down was the negative direction. He asked for graphs of one complete
swing: from the farthest point behind the bar, to the farthest point in front of the bar, to the
farthest point behind the bar again.
The following set of graphs were sketched by Mary. Only the velocity graph is correct; the
position and acceleration graphs are not. Can you identify what is wrong with each of the other two?
Can you sketch the correct position and acceleration graphs, based on Mary’s correct velocity
graph?
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Q:- Galileo’s ramp revisited
Frank and Daniel are exploring motion on Galileo’s ramp. The class has already demonstrated to
their own satisfaction that the acceleration of a marble starting from rest on a ramp set at a
certain angle is constant. Frank and John want to measure the acceleration of the marble when
the initial velocity is not zero, so John gives it an initial velocity with a quick push right before
Frank starts collecting data.
After analyzing the data, the pair of experimenters discover that the calculated acceleration of the
car has not changed!
Can you explain this?
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experiencing an acceleration. Can you explain how this is possible?
===========================================================
Q:- Walking Around a Table
Beth is not very happy with Mr. Nicholls. On her lab report he crossed out the word ‘distance’
and wrote the word ‘displacement’ above it. Beth challenged the teacher on it. “You are just
being picky”, she tells him, “distance and displacement mean the same thing.”
“No they don’t,” he said, “Let me show you.” Mr. Nicholls asked Beth to stand next to the
corner of the lab table. They agreed that the table was about 1.5 meters wide and 2 meters long.
They also agreed that the corner of the table would be the origin.
“Now walk around the table, from one corner to the next, until you return to the corner where
you started,” Mr. Nicholls told her. Beth did that. “Okay, now what distance did you travel?”,
he asked her. “Seven meters”, she said. “And what was your displacement?”, he asked. “Seven
meters,” she replied. “No,” he said, “Your displacement isn’t seven meters, it’s zero”
Can you explain why?
============================================================
Q:- The Velocity of a Toy Car
The class was completing an experiment where they were measuring the constant velocity of a
toy car. According to Alonzo and Daniel, their wind-up car traveled 84 cm in 5 seconds, so they
reported a value of 16.8 cm/sec for the velocity of the car. Mr. Nichol’s told them that their
answer was not the velocity of the car.
Alonzo and Daniel did not make a mistake in their measurements or mathematics, and yet Mr. Nichol’s was still right. Can you explain this?
==========================================================
Q:- Kinematics graphs
Mr. Nicholls asked the class to sketch kinematics graphs of the vertical motion of a child
swinging on a swing. (He told them to ignore the horizontal motion). Up was taken to be the
positive direction and down was the negative direction. He asked for graphs of one complete
swing: from the farthest point behind the bar, to the farthest point in front of the bar, to the
farthest point behind the bar again.
The following set of graphs were sketched by Mary. Only the velocity graph is correct; the
position and acceleration graphs are not. Can you identify what is wrong with each of the other two?
Can you sketch the correct position and acceleration graphs, based on Mary’s correct velocity
graph?
========================================================
Q:- Galileo’s ramp revisited
Frank and Daniel are exploring motion on Galileo’s ramp. The class has already demonstrated to
their own satisfaction that the acceleration of a marble starting from rest on a ramp set at a
certain angle is constant. Frank and John want to measure the acceleration of the marble when
the initial velocity is not zero, so John gives it an initial velocity with a quick push right before
Frank starts collecting data.
After analyzing the data, the pair of experimenters discover that the calculated acceleration of the
car has not changed!
Can you explain this?
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