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Objective: To identify whether positive, negative, or zero work is being done, to identify the force that is doing the work, and to describe the energy transformation associated with such work.

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Fan Cart Study

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Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.

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Analyze collected data to identify the supported claims and associated evidence.

Given information about mass and net force, rank four situations in increasing order of acceleration.

Complete a paragraph by selecting words and phrases that express the dependency of acceleration upon net force and mass.

Analyzing the Data

Identify key components of the data collection plan, limitations and weaknesses of the plan, and strategies that would improve the plan.

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Describing the Relationship

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Fan Cart Study A Physics class is investigating the quantitative relationship between force, mass and acceleration. Their equipment includes low-friction track, battery-powered fan carts, a set of 500-gram masses, and a computer-interfaced motion detector. They hook two fan carts together using a paper clip so that their fan blades are separated by 35 cm. The rotating blades of the fans work together to propel the carts down the track. The fans can operate with two different power levels. The motion detector captures the motion in the form of a velocity-time graph. The computer software is used to determine the slope of the velocity-time graph. The slope is the acceleration. A lab group created a data collection plan. Table 1 represents their plan. They will give the carts an initial push away from the detector. The fans will slow the cart down, change their direction, and speed them up in the oppositie direction. They will measure the acceleration in each trial. * = Blades of fan carts were separated by 55 cm. ** = Cart A was removed from the track for this trial.

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Stopping Distance One aspect of safe driving involves the ability to stop a car readily. This ability depends upon the driver's alertness and readiness to stop, the conditions of the road, the speed of the car, and the braking characteristics of the car. The actual distance it takes to stop a car consists of two parts - the reaction distance and braking distance. When a driver sees an event in his/her field of view that might warrant braking (for example, a dog running into the street), a collection of actions must be taken before the braking actually begins. First the driver must identify the event and decide if braking is necessary. Then the driver must lift his/her foot off the gas pedal and move it to the brake pedal. And finally, the driver must press the brake down its full distance in order to obtain maximum braking acceleration. The time to do all this is known as the reaction time. The distance traveled during this time is known as the reaction distance. Once the brakes are applied, the car begins to slow to a stop. The distance traveled by the car during this time is known as the braking distance. The braking distance is dependent upon the original speed of the car, the road conditions, and characteristics of the car such as its profile area, mass and tire conditions. Figure 1 shows the stopping distance for a Toyota Prius on dry pavement resulting from a 0.75-second reaction time. The reaction time of the driver is highly dependent upon the alertness of the driver. Small changes in reaction time can have a large effect upon the total stopping distance. Table 1 shows the reaction distance, braking distance, and total stopping distance for a Toyota Prius with an original speed of 50.0 mi/hr and varying reaction times.

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Rank the acceleration values from smallest to largest for the four given conditions. Use a 1 for the smallest acceleration and a 4 for the largest acceleration.

Tap the red ovals to assign a unique ranking to each situation.

Fan Cart Study At the students’ suggestion, the teacher researched and found fan carts available from a different manufacturer for next year’s classes. Students have measured the amount of force provided by the fans on their two settings. And they have determined the mass of the fan carts. The results of their measurements are presented in Figure 1. The masses and the carts have a mass of 500 g each. You will use this information to rank the acceleration values from smallest to largest for the four given conditions. Use a 1 for the lowest acceleration and a 4 for the highest acceleration.

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Fan Cart Study The lab group has performed their trials and collected acceleration values as shown in Table 2. The group has also successfully calibrated the various combinations of fan power levels so that each trial can be equated with a specific force value. See Table 3. * = Blades of fan carts were separated by 55 cm. ** = Cart A was removed from the track for this trial.