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Glencoe Science
Chapter Resources
Motion and Momentum
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
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Glencoe Science
Photo Credits
Section Focus Transparency 1: Gjon Mili/TimePix; Section Focus Transparency 2: Guy Sauvage/Photo
Researchers; Section Focus Transparency 3: R. Al Simpson/Visuals Unlimited
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.
Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
Motion and Momentum program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:
Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN 0-07-867153-1
Printed in the United States of America.
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Table of Contents
To the Teacher
Reproducible Student Pages
■
iv
Hands-On Activities
MiniLAB: Try At Home Measuring Average Speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Modeling Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Collisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Car Safety Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Pushing People Around. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Motion of a Bowling Ball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Additional Assessment Resources available with Glencoe Science:
•
•
•
•
•
•
•
•
•
ExamView® Pro Testmaker
Assessment Transparencies
Performance Assessment in the Science Classroom
Standardized Test Practice Booklet
MindJogger Videoquizzes
Vocabulary PuzzleMaker at msscience.com
Interactive Chalkboard
The Glencoe Science Web site at: msscience.com
An interactive version of this textbook along with assessment resources are available
online at: mhln.com
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To the Teacher
This chapter-based booklet contains all of the resource materials to help you teach
this chapter more effectively. Within you will find:
Reproducible pages for
■ Student Assessment
■ Hands-on Activities
■ Meeting Individual Needs (Extension and Intervention)
■ Transparency Activities
A teacher support and planning section including
■ Content Outline of the chapter
■ Spanish Resources
■ Answers and teacher notes for the worksheets
Hands-On Activities
Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab
preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and
answers to all questions are provided in the Teacher Guide and Answers section.
Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills
activity written by renowned educator, Dinah Zike, that provides students with a tool that
they can make themselves to organize some of the information in the chapter. Students may
make an organizational study fold, a cause and effect study fold, or a compare and contrast
study fold, to name a few. The accompanying Foldables worksheet found in this resource
booklet provides an additional resource to help students demonstrate their grasp of the
concepts. The worksheet may contain titles, subtitles, text, or graphics students need to
complete the study fold.
Meeting Individual Needs (Extension and Intervention)
Directed Reading for Content Mastery: These worksheets are designed to provide students
with learning difficulties with an aid to learning and understanding the vocabulary and
major concepts of each chapter. The Content Mastery worksheets contain a variety of formats
to engage students as they master the basics of the chapter. Answers are provided in the
Teacher Guide and Answers section.
iv
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab
and MiniLAB found in the Student Edition. The materials lists, procedures, and questions
are repeated so that students do not need their texts open during the lab. Write-on rules are
included for any questions. Tables/charts/graphs are often included for students to record
their observations. Additional lab preparation information is provided in the Teacher Guide
and Answers section.
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Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed
Reading for Content Mastery is provided for those Spanish-speaking students who are
learning English.
Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.
The Reinforcement worksheets are designed to focus primarily on science content and less
on vocabulary, although knowledge of the section vocabulary supports understanding of
the content. The worksheets are designed for the full range of students; however, they will
be more challenging for your lower-ability students. Answers are provided in the Teacher
Guide and Answers section.
Enrichment: These worksheets are directed toward above-average students and allow them
to explore further the information and concepts introduced in the section. A variety of
formats are used for these worksheets: readings to analyze; problems to solve; diagrams
to examine and analyze; or a simple activity or lab which students can complete in the
classroom or at home. Answers are provided in the Teacher Guide and Answers section.
Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the
teacher version—Content Outline for Teaching. They can be used to allow students to take
notes during class, as an additional review of the material in the chapter, or as study notes
for students who have been absent.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Assessment
Chapter Review: These worksheets prepare students for the chapter test. The
Chapter Review worksheets cover all major vocabulary, concepts, and objectives
of the chapter. The first part is a vocabulary review and the second part is a concept review.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Chapter Test: The Chapter Test requires students to use process skills and understand content.
Although all questions involve memory to some degree, you will find that your students will
need to discover relationships among facts and concepts in some questions, and to use higher
levels of critical thinking to apply concepts in other questions. Each chapter test normally
consists of four parts: Testing Concepts measures recall and recognition of vocabulary and
facts in the chapter; Understanding Concepts requires interpreting information and more
comprehension than recognition and recall—students will interpret basic information and
demonstrate their ability to determine relationships among facts, generalizations, definitions,
and skills; Applying Concepts calls for the highest level of comprehension and inference;
Writing Skills requires students to define or describe concepts in multiple sentence answers.
Answers and objective correlations are provided in the Teacher Guide and Answers section.
Transparency Activities
Section Focus Transparencies: These transparencies are designed to generate interest
and focus students’ attention on the topics presented in the sections and/or to assess
prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.
The reproducible student masters are located in the Transparency Activities section. The
teacher material, located in the Teacher Guide and Answers section, includes Transparency
Teaching Tips, a Content Background section, and Answers for each transparency.
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Teaching Transparencies: These transparencies relate to major concepts that will benefit
from an extra visual learning aid. Most of these transparencies contain diagrams/photos
from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching
Transparency Activity includes a black-and-white reproducible master of the transparency
accompanied by a student worksheet that reviews the concept shown in the transparency.
These masters are found in the Transparency Activities section. The teacher material includes
Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student
Worksheet. This teacher material is located in the Teacher Guide and Answers section.
Assessment Transparencies: An Assessment Transparency extends the chapter content and
gives students the opportunity to practice interpreting and analyzing data presented in
charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher
Guide and Answers section.
Teacher Support and Planning
Content Outline for Teaching: These pages provide a synopsis of the chapter by section,
including suggested discussion questions. Also included are the terms that fill in the blanks
in the students’ Note-taking Worksheets.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Spanish Resources: A Spanish version of the following chapter features are included in this
section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter.
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Reproducible
Student Pages
Reproducible Student Pages
■
Hands-On Activities
MiniLAB: Try at Home Measuring Average Speed . . . . . . . . . . . . . . . . 3
MiniLAB: Modeling Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lab: Collisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Design Your Own Car Safety Testing . . . . . . . . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Pushing People Around . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Motion of a Bowling Ball . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17
■
Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
■
Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Motion and Momentum
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Hands-On Activities
Hands-On
Activities
2 Motion and Momentum
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Date
Class
Hands-On Activities
Name
Measuring Average Speed
Procedure
1. Choose two points, such as two doorways, and mark each with a small
piece of masking tape.
2. Measure the distance between the two points.
3. Use a watch, clock, or timer that indicates seconds to time yourself walking
from one mark to the other.
Data and Observations
Distance
Time (s)
Speed (m/s)
Fast
Slow
Varied
Normal
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Analysis
1. Calculate your average speed in each case.
2. Predict how long it would take you to walk 100 m slowly, at your normal speed, and quickly.
Motion and Momentum
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Name
Date
Class
Procedure
1. Use masking tape to lay a course on the floor. Mark a starting point and
place marks along a straight path at 10 cm, 40 cm, 90 cm, 160 cm, and
250 cm from the start.
2. Clap a steady beat. On the first beat, the person walking the course should be
at the starting point. On the second beat, the walker should be on the first
mark, and so on.
Analysis
1. Describe what happens to your speed as you move along the course. Infer what would happen
if the course were extended farther.
2. Repeat step 2, starting at the other end. Are you still accelerating? Explain.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Modeling Acceleration
4 Motion and Momentum
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Name
Date
Class
Hands-On Activities
Collisions
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. How many large marbles do you need for this lab? How many small marbles?
2. How will you limit the marble’s range of motion to a straight line?
A collision occurs when a baseball bat hits a baseball, or a tennis racket hits
a tennis ball. What would happen if you hit a baseball with a table-tennis
paddle, or a table-tennis ball with a baseball bat? How do the masses of
colliding objects change the results of collisions?
Real-World Question
How does changing the size and number of
marbles in a collision affect the collision?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Materials
small marbles (5)
large marbles (2)
metersticks (2)
tape
Goals
■
■
Compare and contrast different collisions.
Determine how the speeds after a collision
depend on the masses of the colliding objects.
Safety Precautions
Procedure
1. Tape the metersticks next to each other,
slightly farther apart than the width of the
large marbles. This limits the motion of the
marbles to nearly a straight line. Record
your observations in the table in the Data
and Observations section.
2. Place a small target marble in the center of
the track formed by the metersticks. Place
another small marble at one end of the
track. Flick the small marble toward the
target marble. Describe the collision.
3. Repeat step 2, replacing the two small
marbles with the two large marbles.
4. Repeat step 2, replacing the small shooter
marble with a large marble.
5. Repeat step 2, replacing the small target
marble with a large marble.
6. Repeat step 2, replacing the small target
marble with four small marbles that are
touching.
7. Place two small marbles at opposite ends of
the metersticks. Shoot the marbles toward
each other and describe the collision.
8. Place two large marbles at opposite ends of
the metersticks. Shoot the marbles toward
each other and describe the collision.
9. Place a small marble and a large marble at
opposite ends of the metersticks. Shoot the
marbles toward each other and describe
the collision.
Motion and Momentum
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Name
Date
Class
(continued)
Marble Shoot
Collision
1
2
3
4
5
6
7
8
Conclude and Apply
1. Describe In which collisions did the shooter marble change direction? How did the mass of
the target marble compare with the shooter marble in these collisions?
2. Explain how momentum was conserved in these collisions.
Communicating Your Data
Make a chart showing your results. You might want to make before-and-after sketches,
with short arrows to show slow movement and long arrows to show fast movement.
6 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Name
Date
Class
Design Your Own
Hands-On Activities
Car Safety Testing
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Which safety symbol is associated with this lab?
2. What should be the topic of your hypothesis?
Imagine that you are a car designer. How can you create an attractive, fast
car that is safe? When a car crashes, the passengers have inertia that can
keep them moving.
Real-World Question
Test Your Hypothesis
How can you protect the passengers from
stops caused by sudden head-on impacts?
Make a Plan
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Form a Hypothesis
Develop a hypothesis about how to design a
car to deliver a plastic egg quickly and safely
though a race course and a crash at the end.
Goals
■
■
Construct a fast car.
Design a safe car that will protect a plastic
egg from the effects of inertia when the car
crashes.
Possible Materials
insulated foam meat trays or fast food trays
insulated foam cups
straws, narrow and wide
straight pins
tape
plastic eggs
1. Be sure your group has agreed on the
hypothesis statement.
2. Sketch the design for your car. List the
materials you will need. Remember that to
make the car move smoothly, narrow
straws will have to fit into the wider straws.
3. As a group, make a detailed list of the steps
you will take to test your hypothesis.
4. Gather the materials you will need to carry
out your experiment.
Follow Your Plan
1. Make sure your teacher approves your plan
before you start. Include any changes
suggested by your teacher in your plans.
2. Carry out the experiment as planned.
3. Record any observation that you made
while doing your experiment. Include suggestions for improving your design.
Safety Precautions
WARNING: Protect your eyes from possible
flying objects.
Motion and Momentum
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Name
Date
Class
(continued)
1. Compare your car design to the designs of the other groups. What made the fastest car fast?
What slowed the slowest car?
2. Compare your car’s safety features to those of the other cars. What protected the eggs the best?
How could you improve the unsuccessful designs?
3. Predict What effect would decreasing the speed of your car have on the safety of the egg?
Conclude and Apply
1. Summarize How did the best design protect the egg?
2. Apply If you were designing cars, what could you do to better protect passengers from sudden
stops?
Communicating Your Data
Write a descriptive paragraph about ways a car could be designed to protect its passengers effectively. Include a sketch of your ideas.
8 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Analyze Your Data
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Name
Date
Pushing People Around
Hands-On Activities
1
Laboratory
Activity
Class
When we push something, we unconsciously compensate for how much it weighs. We know
that if an object is heavy it will require more force to get it moving and if it is light it will require
less force. But how much difference is there? In this experiment, we will see what variables affect
acceleration.
Strategy
You will see what happens when you use a constant force to pull a skater.
You will examine the relationship between force, acceleration, and mass.
Materials
tape
meterstick
roller skates
skating safety equipment (helmet, pads)
spring balance
stopwatch
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. Mark positions on the floor at intervals of
0 m, 5 m, 10 m, and 15 m with the tape.
The floor should be smooth, straight, and
level.
2. Have one student stand on the 0-m mark
with the skates on. A second student stands
behind the mark and holds the skater. The
skater holds the spring balance by its hook.
3. The third student holds the other end of
the spring balance and exerts a constant
pulling force on the skater. When the skater
is released, the puller must maintain a
constant force throughout the distance.
Measure the time to reach each of the
marks. Record this in Table 1 in the Data
and Observations section along with the
spring balance readings at each mark.
4. Repeat steps 2 and 3 with skaters who have
different masses. Keep the force the same.
Make sure the skaters hold their skates
parallel and do not try to change direction
during the trial.
5. Repeat steps 2, 3, and 4 with a different
constant force. Use the same three skaters.
Record these results in Table 2 in the Data
and Observations section.
Motion and Momentum
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Name
Date
Class
Laboratory Activity 1 (continued)
Table 1
Roller Skater Distance, Trial 1
Trial
Distance (m)
Force (N)
Time (s)
5
1
10
15
5
2
10
15
5
3
10
15
Table 2
Roller Skater Distance, Trial 2
Trial
Distance (m)
5
1
10
15
5
2
10
15
5
3
10
15
10 Motion and Momentum
Force (N)
Time (s)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Name
Date
Class
Hands-On Activities
Laboratory Activity 1 (continued)
Questions and Conclusions
1. Until the time of Galileo and Newton, people believed that a constant force was required to
produce a constant speed. Do your observations confirm or reject this notion?
2. What happens to the speed as you proceed farther along the measured distance?
3. What happens to the rate of increase in speed—the acceleration—as you proceed farther along
the measured distance?
4. When the force is the same, how does the acceleration depend upon the mass?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
5. When the mass of the skater is the same, how does the acceleration depend upon the force?
6. Suppose a 4 N force is applied to the skater and no movement results. How can this be
explained?
Strategy Check
Can you pull someone with a constant force?
Can you explain the relationship between force, mass, and acceleration?
Motion and Momentum
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Date
2
Laboratory
Activity
Class
Motion of a Bowling Ball
Hands-On Activities
Name
It takes time to walk somewhere. Sometimes you move quickly, while other
times you move slowly. Other objects might show variation in their movement
as well. In this lab, you will graph the movement of a bowling ball and consider
how its motion relates to other kinds of motion.
Strategy
You will make a distance versus time graph of a bowling ball as it rolls.
You will relate the motion of the bowling ball to other types of motion.
Materials
bowling ball
stopwatches (5–10)
large pillow
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Procedure
1. Line up with other students at equally spaced distances of 1 m.
2. At the far end of the hall, set up the pillow or other large, soft object. This
will prevent the ball from rolling too far.
3. Start your stopwatch when the ball is rolled slowly.
4. When the ball passes you, stop your stopwatch. As the ball passes the other
students, they will do the same.
5. Record all of your times in Table 1.
6. Clear your stopwatch to prepare for another trial. This time, roll the ball
faster.
7. Record your times in Table 2.
8. Graph the data for both tables, putting the data from Table 1 into Graph 1,
and the data from Table 2 into Graph 2. Place the distance on the vertical
axis, and the time on the horizontal axis.
Motion and Momentum
13
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Laboratory Activity 2 (continued)
Graph 1
Table 1
Trial 1
Distance
Time
0m
1m
2m
3m
4m
5m
Table 2
Graph 2
Trial 2
Distance
Time
0m
1m
2m
3m
4m
5m
Questions and Conclusions
1. What do you notice about the graphs of the two trials?
2. On a distance versus time graph, what does the slope of the line tell you?
14 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Hands-On Activities
Data and Observations
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Hands-On Activities
Laboratory Activity 2 (continued)
3. On a distance versus time graph, what does a flat (horizontal) line mean?
4. Imagine a bowling ball dropped from a great height. How would the motion of this bowling
ball compare to the bowling balls in the lab?
5. What was the speed of the bowling ball in the first trial? In the second trial?
6. What distance did the bowling balls travel? What is their displacement?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. How are distance and displacement related?
Strategy Check
Can you graph the speed of an object in motion?
Motion and Momentum
15
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Date
Class
Hands-On Activities
Motion and Momentum
Directions: Use this page to label your Foldable at the beginning of the chapter.
speed
average speed
instantaneous speed
velocity
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
acceleration
mass
inertia
momentum
law of conservation of momentum
Motion and Momentum
17
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Meeting Individual Needs
Meeting Individual
Needs
18 Motion and Momentum
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Name
Date
Directed Reading for
Content Mastery
Class
Overview
Motion and Momentum
Directions: Complete the concept map using the terms in the list below.
meters per second
momentum
kilograms
velocity
is the product
of an object’s
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
mass
2.
and
which is measured in
which is indicated by
3.
4.
Directions: Write the letters of the words or phrases that correctly answer the following questions.
5. Which of the following are objects in motion?
a. rose bush
b. puddle of water
c. both a and b
d. neither a or b
6. When something is in motion it is changing ______.
a. location
b. mass
c. both a and b
d. neither a or b
Directions: Answer the following questions on the lines provided.
7. What is happening to an object when it has a negative acceleration?
8. If a moving object speeds up, in what direction is the acceleration?
Motion and Momentum
19
Meeting Individual Needs
1.
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Name
Date
Directed Reading for
Content Mastery
Section 1
Section 2
■
■
Class
What is motion?
Acceleration
Directions: Circle the term that correctly completes the sentence.
1. A golfball’s acceleration is +3 m/s2. The ball is (speeding up, slowing down.)
2. An object’s (speed, displacement) represents its distance and direction from its
starting point.
3. A student walks 10 m in 2 s. Her average speed is (20 m/s, 5 m/s).
5. During positive acceleration, an object’s final speed is (greater, less) than its
initial speed.
6. To calculate acceleration, first subtract the initial speed from the final speed.
Then divide this difference by the (distance moved, time period).
Directions: The graph describes the movement of a car. Match the letters in the graph to the sentences below.
7. The car moves at a
constant speed.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
90
80
8. The car sits motionless
at a stoplight.
C
70
9. The car undergoes
negative acceleration as
it approaches a stoplight.
10. The car undergoes
positive acceleration as
it moves away from a
stoplight.
60
Velocity (km/hr)
Meeting Individual Needs
4. A plane moving at a rate of 400 km/h west has a different (velocity, speed) than
a plane moving 400 km/h northwest.
B
50
40
30
D
20
10
A
0
1
2
3
4
Time (minutes)
20 Motion and Momentum
5
6
7
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Name
Date
Directed Reading for
Content Mastery
Section 3
Class
■
Momentum
Directions: Replace each italicized word in the statements below with the correct term.
1. The more velocity an object has the harder it is to slow
it down, speed it up, or turn it.
2. Objects with more mass have less inertia.
Meeting Individual Needs
3. The weight of an object is the amount of matter in an
object.
4. The SI unit for mass is the gram.
5. The tendency of an object to resist change in its
motion is called speed.
6. The more mass an object has, the harder it is to
change its acceleration.
7. Velocity and momentum are defined the same for all
objects, regardless of their mass.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
8. The inertia of an object is a measure of how hard it is
to stop an object.
Directions: Answer the following questions on the lines provided.
9. State the law of the conservation of momentum.
10. What can the law of conservation of momentum predict?
Motion and Momentum
21
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Name
Date
Directed Reading for
Content Mastery
Class
Key Terms
Motion and Momentum
Directions: Use the clues below to complete the crossword puzzle.
1
2
3
4
5
Meeting Individual Needs
6
8
Across
2. A measure of how hard it is to stop an object
4. Distance traveled divided by the time taken to travel the distance
5. Amount of matter in an object
6. Change in velocity divided by the time it takes for the change to occur
7. Speed and direction of motion of an object
Down
1. Speed of an object at one instant of time is the object’s ______ speed
3. Total distance divided by the time taken is an object’s ______ speed
8. Tendency of an object to resist change in its motion
22 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7
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Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Clase
Sinopsis
Momento y movimiento
Instrucciones: Completa el mapa de conceptos con los siguientes términos.
metros por segundo
momento
kilogramos
velocidad
Satisface las necesidades individuales
1.
es el producto del (de la)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
masa
2.
y
de un objeto
que se mide en
de un objeto
que se indica en
3.
4.
Instrucciones: Escribe las letras de las palabras o frases que contestan mejor cada una de las preguntas
siguientes.
5. ¿Cuáles de los siguientes son cuerpos en movimiento?
a. rosal
b. charco
c. tanto a como b
d. ni a ni b
6. Cuando algo se mueve está cambiando su ______.
a. localización
b. masa
c. tanto a como b
d. ni a ni b
Instrucciones: Contesta las preguntas en los espacios dados.
7. ¿Qué le está sucediendo a un cuerpo cuando tiene aceleración negativa?
8. Si un cuerpo en movimiento comienza a acelerar, ¿en qué dirección ocurre la
aceleración?
Momento y movimiento
23
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Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Sección 1
Sección 2
Clase
■
■
¿Qué es el movimiento?
Aceleración
Instrucciones: Encierra en un círculo el término que completa correctamente cada oración.
1. La aceleración de una pelota de golf es +3 m/s2. La pelota está (acelerando,
desacelerando).
2. El(La) (rapidez, desplazamiento) de un cuerpo representa la distancia y dirección
desde su punto de salida.
4. Un avión que viaja a una tasa de 400 km/h hacia el oeste tiene una (velocidad,
rapidez) diferente de la de un avión que viaja a 400 km/h hacia el noroeste.
5. Durante la aceleración positiva, la rapidez final de un cuerpo es (más grande,
menor) que su rapidez inicial.
6. Para calcular la aceleración, divide primero la rapidez inicial entre la rapidez
final. Luego divide esta diferencia entre la(el) (distancia recorrida, período de
tiempo).
Instrucciones: La gráfica describe el movimiento de un auto. Forma parejas entre las letras de la gráfica y las
oraciones.
7. El auto se mueve a una
rapidez constante.
80
8. El auto está detenido
ante un semáforo.
9. El auto experimenta
aceleración negativa al
llegar al semáforo.
10. El auto experimenta
aceleración positiva al
alejarse del semáforo.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
90
C
70
60
Rapidez (km/hr)
Satisface las necesidades individuales
3. Un alumno camina 10 m en 2 s. Su rapidez promedio es (20 m/s, 5 m/s).
B
50
40
30
D
20
10
A
0
1
2
3
4
Tiempo (minutos)
24 Momento y movimiento
5
6
7
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Nombre
Fecha
Lectura dirigida para
Sección 3
Clase
■
Momento
Dominio del contenidio
Instrucciones: Reemplaza cada palabra en bastardilla con el término correcto. Escribe cada término en los
espacios a la izquierda.
2. Los cuerpos que tienen más masa tienen menos inercia.
3. El peso de un cuerpo es la cantidad de materia del
cuerpo.
4. La unidad SI para la masa es el gramo.
5. La tendencia de un cuerpo a resistir cambios en su
movimiento se llama rapidez.
6. Entre más masa tenga un cuerpo, más difícil le será
cambiar su aceleración.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. La velocidad y el momento se definen de igual forma
para todos los cuerpos, sin importar su masa.
8. La inercia de un cuerpo es la medida de la dificultad
que presenta para detenerlo.
Instrucciones: Contesta las siguientes preguntas en los espacios dados.
9. Enuncia la ley de conservación del momento.
10. ¿Qué puede predecir la ley de conservación del momento?
Momento y movimiento
25
Satisface las necesidades individuales
1. Entre más velocidad tenga un cuerpo, más difícil le
será ir más despacio, ir más rápido o dar vuelta.
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Nombre
Fecha
Lectura dirigida para
Dominio del contenidio
Clase
Términos claves
Movimiento y momento
Instrucciones: Usa las pistas para completar el siguiente crucigrama.
1
3
2
4
5
7
8
Horizontales
3. Cambio en la velocidad dividido por el tiempo que toma para que ocurra
el cambio
6. La rapidez de un cuerpo en un instante de tiempo es su rapidez ______.
7. La distancia total dividida entre el tiempo que tomó recorrerla es la rapidez
______ del cuerpo.
8. Rapidez y dirección del movimiento de un cuerpo
Verticales
1. Cantidad de materia en un cuerpo
3. Medida de la dificultad para detener un cuerpo
4. Distancia viajada dividida entre el tiempo que tomó recorrerla
5. Tendencia de un cuerpo a resistir cambios en su movimiento
26 Momento y movimiento
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Satisface las necesidades individuales
6
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1
Date
Reinforcement
Class
What is motion?
Directions: Answer the following questions on the lines provided.
1. How do you define motion?
3. Explain the difference between distance and displacement.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Directions: In the figure below, you travel from home at A, to the park at B, to the store at C, to a friend’s house
at D. Study the map and answer questions 4 through 8.
4. What distance did you travel?
5. When you were at your friend’s house at D, what was your displacement?
6. If you leave home at 1:00 and get to your friend’s house at 5:00, what was your average speed?
7. If you travel from your house at A to the park at B in 0.5 h, what is your velocity?
8. Explain why the speed in question 6 didn’t equal your velocity in question 7.
Directions: Answer the following question on the line provided.
9. What does a horizontal line mean on a speed-time graph?
Motion and Momentum
27
Meeting Individual Needs
2. When you are in bed asleep, are you in motion? Explain.
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2
Class
Acceleration
Reinforcement
Directions: In the space provided, substitute a word for the word in italics to make the statement correct.
1. Velocity is a change in an object’s motion.
2. Acceleration is the rate of change of velocity with distance.
3. When an object slows down, it has no acceleration.
Directions: Answer the following questions on the lines provided.
4. A merry-go-round horse travels at a constant speed. Is it accelerating? Explain.
6. If an object has an acceleration of –3 m/s2, describe its motion.
Directions: Study the velocity-time graph for an object in motion. Then answer the following questions.
25
G
F
E
15
B
10
C
5
D
H
A
O
5
10
15
20
25
30
35
Time (s)
7. In what interval does the object have the fastest acceleration?
8. Over what interval(s) does the object have a negative acceleration?
9. Over what interval is the object stopped?
28 Motion and Momentum
40
45
I
50
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
20
Velocity
Meeting Individual Needs
5. What is the unit for speed? For acceleration?
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Name
3
Date
Reinforcement
Class
Momentum
Directions: In question 1, below, a code letter has been substituted for every letter of the alphabet. To find out
what the sentence says, use the following key to decode it. In the key, the code letters are shown directly below
the letters they stand for. Write the correct letter above each code letter, then read the sentence.
1. _______
HOG
__________
HDHLS
_____________
YDSSBQG
______________
RDRGJHXR
________
KBHO
________
G LYO
____
DZ
_____________
DVPGYHI
__________
DHOGN
_______
QDGI
________
HOLH
_____
JDH
__________
YO L J M G
2. What is the law that is stated above?
Directions: Correctly complete each sentence by underlining the best of the three choices in parentheses.
3. A feather floating in the air has (more, less, the same) momentum as a bowling ball on a shelf.
4. The momentum of an object depends on its mass and (velocity, acceleration, inertia).
5. The tendency for an object to resist change in its motion, is its (momentum, inertia, weight).
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. We say that momentum is conserved, yet objects slow down after collisions. This is because of
(inertia, friction, mass).
Directions: Answer the following questions on the lines provided.
7. A 500 g model train car traveling at 0.8 m/s collides with a 300 g stationary car. The cars hook
up and move off down the track together. How fast are they going?
8. Which has a greater momentum, a car or a bike moving at the same speed?
9. What happens when two objects with the same mass collide?
Motion and Momentum
29
Meeting Individual Needs
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
L V Y Q G Z M O B P F S R J D T E N I H X C K M A U
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Name
Enrichment
Class
Rolling with a Coaster
Millions of people enjoy roller coasters. A
typical ride on a roller coaster features sharp
unexpected turns and a weightless sensation
as it descends suddenly. For the engineers that
design them, the challenge has been to create
steeper hills, sharper turns, and faster speeds,
while ensuring safety for all riders.
Meeting Individual Needs
Gravity vs. Magnets
The “traditional” roller coaster would leave
the boarding ramp and usually proceed up a
large steep hill. The plunge down the other side
of the hill provided not only one of the biggest
thrills, but also the speed required to propel the
coaster around the track. Many coaster
designers now use a series of electromagnets to
generate much greater speeds. With precise
timing these magnets first attract and then repel
the cars to increase their speed. Among the
advantages of using magnets are less noise from
the rattle of a chain as it pulls a train to the top
of the hill, flexible placement: magnets can be
placed anywhere on the track to increase or
decrease speed, better speed: coasters with
magnets are capable of changing speed from 0
to 129 km/h in about 2 s, and exceeding 160
km/h at some points. Relying only on gravity
will not duplicate this speed performance.
Changes in Velocity
Even though speed will always be an essential
part of the coaster experience, some people
prefer the sharp turns that appear unexpectedly.
In any turn, the speed and the velocity of the
vehicle is changed. Advances in engineering
have allowed the construction of tighter turns.
These tighter turns create more friction to
reduce the speed as the velocity changes . As a
coaster car enters a turn it usually has a great
deal of velocity. A person in the car has the
same velocity. Both the car’s velocity and the
person’s velocity change suddenly in a turn. The
forces that change the velocity can exceed the
force of gravity, providing the sensation of
being smashed into the seat.
Thrill Ride Dangers
Some coasters generate more force on a
human body than astronauts experience when
the Space Shuttle blasts off. This can be dangerous as people may experience reduced vision
and even loss of consciousness. Engineers must
avoid designing a thrill ride that exceeds the
capabilities of the human body. With advances
in technology, we could build much faster,
sharper turning coasters, but they would create
too many dangers for the riders.
1. On a traditional, or old-fashioned, roller coaster, how was the speed generated?
2. How do modern coasters generate speed?
3. Describe the changes that occur in the speed and velocity during a sharp curve.
4. The technology exists to make extremely sharp turns at high speeds. Why don’t engineers make
turns as fast and as sharp as they can?
30 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
Date
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Name
Enrichment
Downward Bound
People love fast rides. Whether it is riding
bikes or wagons down a hill, or skiing down a
steep slope, we all love the thrill of speed.
Regardless of the activity, the one thing that
all these activities rely on is acceleration due
to gravity. The steeper the hill or slope, the
more the speed will change as you descend.
The most extreme example of gravitational
acceleration is when it is acting to pull a
body straight down, like when someone is
parachuting.
Rapid Acceleration
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Class
When skydivers jump out of an airplane, they
experience rapid acceleration. After about 12 s
of this acceleration, they will reach a velocity of
between 160 km/h and 225 km/h. A bicycle ride
down a big hill will reach a top speed with no
more acceleration. The skydiver also reaches a
top speed called terminal velocity that is influenced by the air resisting the falling body. The
skydiver will continue at this velocity for
approximately 60 s, until the parachute opens
and reduces the speed to about 32 km/h.
For most people, falling at 160 km/h is
plenty fast, but there are some people who try
to fall faster. Most people change their body
profile to reduce wind resistance. This can
allow people to travel at more than 483 km/h.
There has been at least one case of a person
falling at over 965 km/h. He jumped at an
altitude of over 30,480 m. There were less air
particles to resist a body’s fall at this altitude,
and his velocity increased faster than a normal
jumper’s.
Training Required
Just like a person needs to learn how to ride
a bike or to drive a car, a parachutist needs to
learn how to parachute. There are several
types of jumps that each require different
levels of training. A tandem jump, where you
are strapped to the instructor requires the
least amount of training. In contrast, free fall,
where the student is accompanied by an
instructor, requires several hours of on the
ground training. Regardless of what type of
jump, students generally fall for up to 70 s
before a parachute deploys, or opens.
The rapid change in velocity after the
parachute opens can cause strain on the straps
of the parachute. For example a 100 kg person
changing from 193 km/h to 32 km/h in 5 s
is an acceleration of –160 km/h or about
–44 m/s/s. The straps must be able to withstand
a force of 100 kg ✕ –44 m/s2 or –4400 newtons.
This force would be about 4.5 times the weight
of the parachutist.
1. What is the term to describe a car increasing in speed?
2. Why does a person riding a bike down a steep hill accelerate faster than on a gradual hill?
3. Explain why a skydiver’s speed won’t continue to increase until his or her parachute opens?
4. Describe two ways a person may increase the free fall speed to greater than 225 km/h.
5. Why must the straps on a parachute be especially strong?
Motion and Momentum
31
Meeting Individual Needs
2
Date
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Name
Enrichment
“A Momentous Problem”
Meeting Individual Needs
Most of us have been outside during a heavy
rainstorm. Large drops of water fall hundreds
of meters from the sky and strike Earth. Even
though raindrops form hundreds of meters in
the air and fall to the ground, they don’t injure
people or damage buildings or other structures
because they have very little momentum. If
heavier objects were to fall from such heights it
would be a very dangerous situation. The
combination of large mass and high velocity
gives an object a lot of momentum.
Momentum in the Everyday World
The concept of momentum has countless
applications in the practical world. One
everyday example is automobiles. We all know
that cars come in many sizes. People drive at
different speeds in a variety of conditions. These
two factors contribute to a car’s momentum.
The momentum of a vehicle is directly related
to how quickly it can stop. Small cars, with a
single driver, don’t have as much weight,
therefore they have less momentum, and can
stop quickly, in a short distance. Large vehicles
carrying a heavy load have greater momentum
and require a longer distance to slow down.
Trains have much more momentum than
automobiles do. Many freight trains weigh
thousands of tons, if not more. To slow these
trains requires not meters, but kilometers.
This is one reason train accidents occur. If
there is an unexpected obstacle on the tracks,
by the time the object is seen there is not
enough time to stop, even at slow speeds.
Even a large truck has much less momentum
than a small train and requires much less
stopping distance.
Technology and Momentum
Because some people do not know how to
properly adjust their stopping distance
depending on the speed and weight of their
vehicle, new products exist to better estimate
stopping distance. On some trains, a computer
constantly evaluates speed, load size, and the
track ahead to adjust the engine speed
accordingly. Similarly, some tractor-trailer
trucks are equipped with radar to “look” ahead
of the vehicle and reduce speed if objects are
too close. This radar system has reduced the
number rear end accidents by over 35%. This
radar system may also be available for cars in
the near future. These new products may not
eliminate accidents completely, but they are
definitely minimizing human error.
Technology continually provides us with
ways to overcome “human error.”
Understanding how your vehicle behaves and
how long it takes to stop is acquired with
experience. Even with experience though, we
are, after all, still human, and sometimes have
poor judgment. The use of computers to
calculate stopping distance, based on speed,
weight, and momentum, will eliminate some
collisions. Whether you drive a car, heavy
truck, or a train, being able to control its
momentum is part of being a safe driver.
1. Momentum is determined by what two factors?
2. How is momentum of an object related to stopping distance?
3. Explain why computers are used to help vehicles stop.
4. Why is a railroad crossing dangerous for car drivers?
32 Motion and Momentum
Class
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
3
Date
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Name
Date
Note-taking
Worksheet
Section 1
Class
Motion and Momentum
What is motion?
A. All matter is constantly in ________________.
B. Motion involves a ________________ in position.
1. An object changes position relative to a ___________________ point.
3. ______________________ includes distance and direction of the stopping point from the
starting point.
C. Distance traveled divided by the time taken to travel the distance is called _______________.
1. The formula for _______________ can be written as: speed = distance/time.
2. The units of speed are units of distance divided by units of time; in SI units, speed is given
as ___________________________ (m/s).
3. An object in motion can change ________________ many times as it moves from one
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
point to another, speeding up or slowing down.
a. _______________________ is the total distance traveled divided by total time taken.
b. An object’s speed at a particular moment in time is
called _____________________________.
c. __________________ speed occurs when an object travels at a steady rate with the same
instantaneous speed for some period of time.
D. Motion can be _________________ on a distance-time graph with time plotted on the
horizontal axis and distance plotted on the vertical axis.
1. The steeper the line on a distance-time graph, the greater the _______________.
2. A horizontal line on a distance-time graph indicates that no change in
__________________ is occurring, and the speed is ______________.
E. __________________—speed of an object and its direction of motion; velocity changes if
either, or both, of these changes.
Motion and Momentum
33
Meeting Individual Needs
2. __________________ is the total length of the route an object travels when it moves.
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Class
Note-taking Worksheet (continued)
Section 2
Acceleration
A. ______________________—change in velocity divided by the time for the change to occur; it
can include an object’s speeding up, slowing down, and/or changing direction.
B. Acceleration can be ____________________ if you know how an object’s velocity has changed
during a given time period.
1. The formula for calculating ______________________ is: acceleration = final speed –
initial speed/time or a = (s f – s i )/t.
given as ___________________________________ (m/s2).
b. Acceleration is __________________ when an object speeds up and
__________________ when an object slows down.
2. Accelerated motion can be _________________ with speed on the vertical axis and time on
the horizontal axis.
a. An object that is speeding up will have a line on a speed-time graph that
slopes ________________.
b. An object that is slowing down will have a line on a speed-time graph that
slopes __________________.
c. A horizontal line would indicate acceleration of ______________, or constant speed.
Section 3
Momentum
A. The amount of matter in an object is its mass; _________________ is the tendency of an
object to resist a change in its motion.
B. __________________—measure of how hard it is to stop an object; calculated as mass times
velocity
1. With __________________ expressed as p, the equation can be written as: p = mv.
2. Momentum ____________________if the mass or velocity of the object increases.
3. Momentum has direction that is the same direction as its velocity.
34 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
a. The unit of acceleration is distance divided by time squared; in SI units, acceleration is
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Class
Note-taking Worksheet (continued)
C. __________________________________________ the total momentum of objects that
collide with each other does not change.
1. There are ______________ ways collisions can occur.
a. In one type, objects stick together and ______________ still stuck together, although
possibly at different speeds.
b. In another type, two objects bounce off each other when they collide, and may transfer
______________________ from one to the other.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Meeting Individual Needs
2. In both cases, the _______________ momentum of the objects that collide is the same
before and after the collision.
Motion and Momentum
35
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Assessment
Assessment
36 Motion and Momentum
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Name
Date
Chapter
Review
Class
Motion and Momentum
Part A. Vocabulary Review
Directions: Write the terms that are defined below on the lines provided.
1. When objects collide, the total initial momentum equals the total final momentum.
2. the tendency of an object to resist change in its motion
3 the rate of change of velocity
4. the distance traveled divided by the time it takes to travel that specific distance
5. a measure of how hard it is to stop an object
6. speed plus direction
8. speed of an object at one instant of time
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. the amount of matter in an object
Part B. Concept Review
Directions: Circle the terms that best complete the following statements.
1. The momentum of a falling leaf is (greater than, less than, equal to) the momentum of a falling
pinecone.
2. Two objects each have a mass of 70 kg. Their momentum is (equal, changing, unknown).
3. When two pool balls collide and move away from each other, they eventually stop. This is
because of (momentum, friction, inertia).
4. A 50 kg object moves with a velocity of 10 m/s. Its momentum is (500 m/s2, 5 kg m/s, 500 kg m/s).
Motion and Momentum
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Class
Chapter Review (continued)
Directions: The distance-time graph below describes the motion of an object. Use it to answer questions 5
through 8.
Distance (m)
8
D
C
6
B
4
E
2
A
2
4
6
8
10
12
14
Time (s)
5. Over which interval is the velocity greatest?
Assessment
7. Over which interval(s) is the object accelerating?
8. What is the average velocity in m/s from A to B?
Directions: Use the spaces below to calculate the answers to the following questions.
9. The velocity of an object goes from 4 m/s to 12 m/s in 4 s. What is its acceleration?
10. A 600 g toy car moving at 3 m/s collides and hooks up with a 900 g toy car at rest and they
move off together. What is their final velocity?
38 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. Over which intervals(s) is the velocity zero?
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Name
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Chapter
Test
Class
Motion and Momentum
I. Testing Concepts
Directions: Use each of the listed terms in a complete sentence.
1. speed
2. average speed
3. velocity
4. acceleration
5. negative acceleration
6. mass
8. momentum
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. inertia
9. displacement
10. law of conservation of momentum
II. Understanding Concepts
Directions: Match the units in the right-hand column with the terms in the left-hand column.
1. distance
a. kg m/s
2. speed
b. m/s2
3. acceleration
c. kg
4. momentum
d. m/s
5. mass
e. m
Motion and Momentum
39
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Class
Chapter Test (continued)
Skill: Interpreting Graphs
Directions: Use the graph of a girl riding her bike to the store and back to answer the following questions.
4
B
Distance (km)
3
C
2
D
1
A
E
10
20
30
40
50
60
70
80
90
100
110
Time (min)
6. Over what interval is the velocity the greatest?
Assessment
8. Where might the girl have stopped for at traffic light?
9. What is the girl’s velocity in km/h between A and B?
Directions: On the lines at left, write the letter of the term that best completes the statement.
10. Two km south is a measure of ______.
a. distance
b. displacement
c. velocity
d. acceleration
11. A 10-kg object has a momentum of 50 kg m/s. Its velocity is ______.
a. 10 m/s
b. 5 m/s2
c. 5 m/s
d. 500 m/s
12. An object’s inertia depends on its ______.
a. mass
b. weight
c. momentum
d. gravity
13. Momentum depends on ______ and ______.
a. mass, weight
c. velocity, weight
b. weight, inertia
d. mass, velocity
14. The hands of a clock ______.
a. have a constant velocity
b. have no momentum
40 Motion and Momentum
c. constantly change speed
d. are accelerating
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
7. Over what interval(s) is the velocity zero?
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Class
Chapter Test (continued)
III. Applying Concepts
Directions: Study the graphs below and answer questions 1 through 4.
D
E
F
Velocity
Time
Velocity
Time
Velocity
Time
Time
Time
Time
1. In which graph(s) is the velocity constant?
Assessment
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
C
Distance
B
Distance
Distance
A
2. In which graph(s) is the velocity zero?
3. In which graph(s) does the object have a positive acceleration?
4. In which graph(s) does the object have a negative acceleration?
Directions: Answer the following questions on the lines provided.
5. Describe the motion of a car with acceleration of –5 m/s2.
6. If an object moves at constant speed, can we assume that is not accelerating? Explain.
Motion and Momentum
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Class
Chapter Test (continued)
7. A car travels 10 km north, 5 km east, 15 km south, then 5 km north.
a. What is the distance it travels?
b. What is its displacement?
8. An object’s velocity changes from 30 m/s to 23 m/s in 3 s. What is its acceleration?
9. A 5-kg object moving at 20 m/s collides with a 10-kg object moving a 5 m/s. They stick
together and move off together. What is their final velocity?
IV. Writing Skills
Directions: Answer the following questions using complete sentences.
1. You flew in an airplane from Denver to San Francisco, and your friend rode in a car for the
same trip. For which one of you would the displacement most nearly equal the distance?
Explain.
Assessment
3. What is momentum and how does it differ from inertia?
4. A tennis ball and a bowling ball have the same velocity. Which would be harder to stop?
Explain.
5. How do you explain conservation of momentum when a rocket ship takes off?
42 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2. You hear on a weather report that a tornado in a town near you is moving at 25 km/h. Is this
enough information to know whether or not you are in danger? Explain.
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Transparency Activities
Transparency
Activities
Motion and Momentum
43
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Name
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Class
Section Focus
Air Canvas
Transparency Activity
This is a photo of the artist Pablo Picasso. While he often worked
with paints, here he is creating an image with a flashlight. The
photograph recorded the path of the flashlight as he moved it
through the air.
Transparency Activities
1. What creature did Picasso draw with his flashlight?
2. Can you see where the light started? Estimate the distance
between the starting point and the end point.
3. Is the distance between the starting point and the end point
greater than, equal to, or less than the overall distance traveled by
the light?
44 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
1
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Class
Section Focus
Nothing but Air!
Transparency Activity
Very experienced skydivers can work together to make different
formations as they free-fall. Called relative work, these formations
require the skydivers to carefully control their movements while falling.
1. What happens when a skydiver jumps out of a plane? How does
the jumper’s motion change?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
2
2. When the parachute opens, how does the skydiver’s motion
change?
3. How is a skydiver’s speed changing before the parachute opens?
After the parachute opens?
Motion and Momentum
45
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Name
3
Date
Section Focus
Transparency Activity
Class
Massive and Moving
Transparency Activities
1. Compare stopping a train that is moving 40 kilometers per hour
with stopping a car that is moving 40 kilometers per hour.
2. How would halving the number of cars pulled by the train affect
the train’s ability to stop?
3. Which could speed up more quickly: an empty coal train, or the
same train fully loaded?
46 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
A fast-moving, heavily loaded train is difficult to stop. Increasing
its velocity or mass will make it even harder to slow down. The
greater the velocity and amount of matter in an object, the harder
it is to bring it to rest.
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Name
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2
Teaching Transparency
Activity
Class
Distance-Time Graph
Speed-Time Graph
Distance v. Time
2.0
Distance (m)
Student A
1.5
Student B
1.0
0.5
0
0.5
1.0
Time (s)
1.5
2.0
2.5
Velocity v. Time
12
10
8
Transparency Activities
Velocity (m/s)
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
0
6
4
2
0
1
2
3
Time (s)
4
5
6
Motion and Momentum
47
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Name
Teaching Transparency Activity
Date
Class
(continued)
1. From the velocity-time graph, how can you tell when an object’s speed is increasing?
2. How long did it take Student A to travel 1.5 m?
3. How far did Student B travel in 2 s?
4. What is the formula for finding speed?
5. What is Student A’s speed?
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
6. Using the speed-time graph, how much did the object’s speed change between two and four
seconds?
48 Motion and Momentum
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Assessment
Transparency Activity
Class
Motion and Momentum
Directions: Carefully review the table and answer the following questions.
Subject
Aortic blood
0.3
Sound
331
Cheetah
28
Light
.
300,000,000
1. A girl is playing outside when she notices a storm is approaching.
If all other factors are equal, the girl would most likely ___.
A hear thunder first, then see lightning
B see lightning first, then hear thunder
C hear thunder and see lightning at the same time
D see lightning and thunder twenty minutes apart
2. The fastest human is recorded as having a running speed of about
11 m/s. According to this information, which of the following is
slower than the runner?
F Aortic blood
G Sound
H Cheetah
J Light
Transparency Activities
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Speed (m/s)
3. Which factor would have the LEAST effect on measuring these
speeds?
A The distance measured
B The time measured
C The time of day
D The speed formula used
Motion and Momentum
49
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Teacher Support
and Planning
Teacher Support and Planning
Content Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2
Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Teacher Guide and Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Motion and Momentum
T1
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Section 1
Motion and Momentum
What is motion?
A. All matter is constantly in motion.
Underlined words and
phrases are to be filled
in by students on the
Note-taking Worksheet.
B. Motion involves a change in position.
1. An object changes position relative to a reference point.
2. Distance is the total length of the route an object travels when it moves.
3. Displacement includes distance and direction of the stopping point from the starting point.
C. Distance traveled divided by the time taken to travel the distance is called speed.
1. The formula for speed can be written as: speed = distance/time.
2. The units of speed are units of distance divided by units of time; in SI units, speed is given
as meters per second (m/s).
3. An object in motion can change speeds many times as it moves from one point to another,
speeding up or slowing down.
a. Average speed is the total distance traveled divided by total time taken.
b. An object’s speed at a particular moment in time is called instantaneous speed.
c. Constant speed occurs when an object travels at a steady rate with the same instantaneous
speed for some period of time.
D. Motion can be graphed on a distance-time graph with time plotted on the horizontal axis and
distance plotted on the vertical axis.
1. The steeper the line on a distance-time graph, the greater the speed.
2. A horizontal line on a distance-time graph indicates that no change in position is occurring,
and the speed is zero.
E. Velocity—speed of an object and its direction of motion; velocity changes if either, or both, of
these changes.
DISCUSSION QUESTION:
What is instantaneous speed? The speed of an object at a particular moment in time
T2 Motion and Momentum
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline
for Teaching
Content Outline for Teaching (continued)
Section 2
Acceleration
A. Acceleration—change in velocity divided by the time for the change to occur; it can include an
object’s speeding up, slowing down, and/or changing direction
B. Acceleration can be calculated if you know how an object’s velocity has changed during a given
time period.
1. The formula for calculating acceleration is: acceleration = final speed – initial speed/time or
a = (s f – s i)/t.
a. The unit of acceleration is distance divided by time squared; in SI units, acceleration is
given as meters per second squared (m/s2).
b. Acceleration is positive when an object speeds up and negative when an object slows down.
2. Accelerated motion can be graphed with speed on the vertical axis and time on the
horizontal axis.
a. An object that is speeding up will have a line on a speed-time graph that slopes upward.
b. An object that is slowing down will have a line on a speed-time graph that slopes
downward.
c. A horizontal line would indicate acceleration of zero, or constant speed.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
DISCUSSION QUESTION:
Acceleration includes what three ways an object’s motion can change? Speeding up, slowing down,
or changing direction
Section 3
Momentum
A. The amount of matter in an object is its mass; inertia is the tendency of an object to resist a
change in its motion.
B. Momentum—measure of how hard it is to stop an object; calculated as mass times velocity
1. With momentum expressed as p, the equation can be written as: p = mv.
2. Momentum increases if the mass or velocity of the object increases.
3. Momentum has direction that is the same direction as its velocity.
Motion and Momentum
T3
Teacher Support & Planning
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C. Law of conservation of momentum—the total momentum of objects that collide with each
other does not change.
1. There are many ways collisions can occur.
a. In one type, objects stick together and move still stuck together, although possibly at
different speeds.
b. In another type, two objects bounce off each other when they collide, and may transfer
momentum from one to the other.
2. In both cases, the total momentum of the objects that collide is the same before and after
the collision.
DISCUSSION QUESTION:
How is momentum calculated? Momentum equals mass times velocity.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Content Outline for Teaching (continued)
T4 Motion and Momentum
Spanish
Resources
Momento y movimiento
¿Qué es el movimiento?
Lo que aprenderás
■
■
A definir distancia, rapidez y velocidad.
A graficar el movimiento.
Momento
Lo que aprenderás
■
■
■
Por qué es importante
Los diferentes movimientos de los objetos que
ves todos los días pueden describir se de la
misma manera.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Vocabulario
speed / rapidez: tasa de cambio de posición, la
cual se puede calcular dividiendo la distancia
viajada por el tiempo que toma viajar tal
distancia.
average speed / rapidez promedio: distancia
total que viaja un objeto dividida por el
tiempo total que lleva viajar tal distancia.
instantaneous speed/ rapidez instantánea:
rapidez de un objeto en un punto dado en el
tiempo. Es constante para un objeto que se
mueve a velocidad constante, y diferente en
cada punto del tiempo para un objeto que
decelera o acelera.
velocity / velocidad: rapidez y dirección de un
cuerpo en movimiento.
Aceleración
Lo que aprenderás
A explicar la diferencia entre masa e inercia.
A definir momento
A predecir el movimiento usando la ley de
conservación del momento.
Por qué es importante
Los cuerpos en movimiento tienen momento.
El movimiento de los cuerpos después de que
colisionan depende de su momento.
Vocabulario
mass / masa: cantidad de materia que posee un
cuerpo.
inertia / inercia: tendencia que muestra un
cuerpo de resistir cambios en su movimiento.
momentum / momento: medida del grado de
dificultad que existe para detener un cuerpo
en movimiento; el producto de la masa por la
velocidad.
law of conservation of momentum / ley de
conservación del momento: establece que el
momento total de los cuerpos que chocan
entre sí no cambia.
Colisiones
Siempre que un cuerpo cambia su movimiento,
se acelera.
Ocurre una colisión cuando un bate de béisbol
golpea una pelota de béisbol, o una raqueta de
tenis golpea una pelota de tenis. ¿Qué pasaría si
golpeas una pelota de béisbol con una raqueta
de tenis de mesa o una pelota de tenis de mesa
con un bate de béisbol? ¿Cómo influyen las
masas de los cuerpos en colisión en los resultados de las colisiones?
Vocabulario
Preguntas del mundo real
acceleration / aceleración: tasa de cambio en la
velocidad; gracias a ella, un cuerpo puede
acelerar, decelerar o girar; se puede calcular
dividiendo el cambio en rapidez por el tiempo
dado.
¿Cómo puede un cambio de tamaño y número
de canicas en una colisión afectar la colisión?
■
■
A definir aceleración.
A predecir qué efecto tendrá la aceleración en
el movimiento.
Por qué es importante
Metas
■ Comparar y contrastar las diferentes
colisiones
Momento y movimiento
T5
Teacher Support & Planning
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■
Determinar cómo la rapidez después de las
colisiones depende de las masas de los cuerpos en colisión.
Materiales
canicas pequeñas (5)
canicas grandes (2)
palitos de un metro (2)
cinta pegante
Medidas de seguridad
Procedimiento
1. Une los 2 palitos con la cinta, uno cerca del
otro, alejados a una distancia ligeramente
mayor que las canicas grandes. Esto limita el
movimiento de las canicas a una línea recta.
2. Coloca una canica que sirva de blanco en el
centro de la pista formada por los palitos.
Coloca una canica pequeña al final de la
pista. Manda la canica pequeña hacia la
canica blanco. Describe la colisión.
3. Repite el paso 2, reemplaza las dos canicas
pequeñas con las dos canicas grandes.
4. Repite el paso 2, reemplaza la canica pequeña
que se dispara con una canica grande.
5. Repite el paso 2, reemplaza la pequeña
canica blanco con una canica grande.
6. Repite el paso 2, reemplaza la pequeña
canica blanco con cuatro canicas pequeñas
que se estén tocando.
7. Coloca dos canicas pequeñas en extremos
opuestos de los palitos. Dispara la canicas
una contra la otra y describe la colisión.
8. Coloca dos canicas grandes en extremos
opuestos de los palitos. Dispara las canicas
una contra la otra y describe la colisión.
9. Coloca una canica pequeña y una grande en los
extremos opuestos de los palitos. Dispara las
canicas una contra la otra y describe la colisión.
Concluye y aplica
1. Describe en qué colisiones cambió de dirección la canica que se dispara. ¿Cómo se
compara las masa de la canica blanco con la
de la canica que se dispara en estas colisiones?
2. Explica cómo se conserva el momento en
estas colisiones.
T6 Momento y movimiento
Comunica tus datos
Haz una gráfica con tus resultados. Quizás
deberías hacer bocetos del “antes” y el “después”
con flechas cortas para mostrar el movimiento
lento y flechas largas para mostrar el
movimiento rápido.
Diseña tu propio
Prueba de la
seguridad de
un carro
Imagínate que eres un diseñador de autos.
¿Cómo puedes crear un carro atractivo y rápido
que sea seguro? Cuando un carro choca, los
pasajeros tienen inercia que puede mantenerlos
en movimiento.
Preguntas del mundo real
¿Cómo puedes proteger a los pasajeros de
paradas causadas por impactos frontales?
Formula una hipótesis
Desarrolla una hipótesis sobre cómo diseñar un
carro que transporte un huevo de plástico
rápido y seguro a lo largo de un trayecto de carrera y un choque al final.
Metas
■ Construir un carro rápido
■ Diseñar un carro seguro que proteja un
huevo plástico de los efectos de la inercia
cuando el carro choque.
Materiales
bandeja de comida rápida o bandeja de espuma
aislante para carne.
vasos de espuma
pajillas anchas y delgadas
tachuelas rectas
cinta pegante
huevos de plástico
Medidas de seguridad
CUIDADO: Protege tus ojos de posibles objetos
voladores.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish Resources (continued)
Spanish Resources (continued)
Prueba tu hipótesis
Diseña un plan
1. Asegúrate de que tu grupo esté de acuerdo
con el enunciado de tu hipótesis.
2. Bosqueja el diseño de tu carro. Enumera los
materiales que necesitarás.
3. Como grupo, hagan una lista detallada de los
pasos que seguirán para probar la hipótesis.
4. Junta los materiales que necesitarás para llevar a cabo el experimento.
Sigue tu plan
1. Asegúrate de que tu maestro(a) aprueba tu
plan antes de que empieces. Incluye los cambios sugeridos por tu maestro(a) en tus
planes.
2. Lleva a cabo el experimento según lo planificado.
3. Escribe cualquier observación que hagas
mientras estés haciendo el experimento.
Incluye sugerencias para mejorar tu diseño.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Analiza tus datos
1. Compara tu diseño de carro con los diseños
de otros grupos. ¿Qué hizo más rápido el
carro más rápido? ¿Qué hizo más lento el
carro más lento?
2. Compara las medidas de seguridad de tu
carro con las de otros carros. ¿Qué protegió
los huevos de la mejor manera? ¿Cómo
mejorarías los diseños defectuosos?
3. Predice ¿Qué efecto tendría el disminuir la
velocidad de tu carro en la seguridad del
huevo?
Guía de estudio
Repasa las ideas principales
Sección 1 ¿Qué es el movimiento?
1. La posición de un objeto depende del punto
de referencia que se ha elegido.
2. Un cuerpo está en movimiento si está cambiando su posición.
3. La rapidez es igual a la distancia recorrida
dividida por el tiempo:
distancia
rapidez =
tiempo
4. La velocidad incluye la rapidez y la dirección
del movimiento.
5. Una gráfica distancia-tiempo puede usarse
para mostrar el movimiento. ¿Qué cuerpo se
está moviendo más rápidamente
Sección 2 Aceleración
1. La aceleración es la medida del grado de
rapidez con que cambia la velocidad e
incluye una dirección.
2. La aceleración hace que un cuerpo vaya más
rápidamente, más lentamente o gire.
3. Cuando un cuerpo acelera o decelera, su
aceleración se puede calcular usando la
siguiente fórmula:
(s – s )
a = /t f i
t
Concluye y aplica
1. Resume ¿Cómo protegieron el huevo los
mejores diseños?
2. Aplica Si fueras a diseñar carros, ¿Qué
podrías hacer para proteger mejor a los
pasajeros de las paradas repentinas?
Comunica tus datos
Escribe un párrafo descriptivo sobre las
maneras en que puede ser diseñado un carro
para proteger a sus pasajeros efectivamente.
Incluye un bosquejo de tus ideas.
Momento y movimiento
T7
Teacher Support & Planning
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Sección 3 Momento
1. El momento es el producto de la masa de
un cuerpo y su velocidad.
2. El momento se transfiere de un cuerpo a
otro en una colisión.
3. De acuerdo a la ley de la conservación del
momento, la cantidad total del momento
de un grupo de cuerpos no cambia a
menos que las fuerzas exteriores actúen
sobre los cuerpos. ¿Cómo determinarías el
momento total de estas pelotas? ¿Cómo cambiaría después de que chocarán? Explica tu
respuesta.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Spanish Resources (continued)
T8 Momento y movimiento
Teacher Guide
& Answers
Hands-On Activities
MiniLAB: Try at Home (page 3)
1. Students should use distance ÷ time and include
correct units.
2. Answers will vary. The time for normal walking
should be between the times for walking slowly
and walking quickly.
MiniLAB (page 4)
Lab Note: Suggest students leave space at the fast
end of the course to slow to a stop.
Analysis
1. I speed up. I would go faster and faster with each
clap because I would be covering a greater
distance in the same amount of time.
2. Yes, my speed is changing. In this case I am
slowing down.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Lab (page 5)
Lab Preview
1. 2 large; 5 small
2. by taping the metersticks next to each other, a
little farther apart than your largest marble.
Conclude and Apply
1. The shooter marble changed direction when it hit a
target marble with more mass than itself.
2. By being transferred from the shooter marble to the
target marble, slowing down or stopping the shooter
marble and setting the target marble in motion.
Lab: Design Your Own (page 7)
Lab Preview
1. safety goggles for eye protection
2. Sample answer: how to design a car to safely and
quickly deliver a plastic egg through a race course
and a crash at the end.
Analyze Your Data
1. Reducing friction and air resistance makes the
cars go faster.
2. Eggs with layers of protection to gradually slow
them to a stop work best. Such protections have
the same effects as car seat belts and air bags.
3. Decreasing the speed would give the egg a better
chance for survival because it would experience
smaller deceleration during a crash.
Conclude and Apply
1. The best designs protected the egg in the same
way seat belts and airbags protect people.
2. Devices would be designed to reduce a passenger’s
forward or lateral momentum during stops.
Laboratory Activity 1 (page 9)
Questions and Conclusions
1. Answers will vary, but should demonstrate an
understanding that constant force results in a
constant acceleration.
2. speed increases
3. The rate of acceleration remained constant.
4. Acceleration decreases as mass increases.
5. As the force increases, acceleration increases.
6. No movement would indicate that the skater’s
inertia was too great, and a force greater than 4-N
would be required to move the skater.
Laboratory Activity 2 (page 13)
Questions and Conclusions
1. The faster trial is steeper and the slower trial is
flatter.
2. It measures the speed of the object. The larger the
slope, the faster an object travels. The smaller the
slope, the slower the object.
3. It means the object has stopped.
4. A bowling ball dropped from a great height would
fall at a constant rate of 9.8 m/s2. The bowling ball
in this lab negatively accelerated as it traveled.
5. Student answers will vary.
6. Student answers will vary.
7. Distance is how far an object moves. Displacement
is the distance and direction of the object from the
starting point.
Meeting Individual Needs
Directed Reading for Content Mastery (page 19)
Overview (page 19)
1. momentum
2. velocity
3. kilograms
4. meters per second
5. c
6. a
7. The object is slowing down.
8. The acceleration is positive in the direction the
object is moving.
Sections 1 and 2 (page 20)
1. speeding up
2. displacement
3. 5 m/s
4. velocity
5. greater
6. time period
7. C
8. A
9. D
10. B
Motion and Momentum
T9
Teacher Support & Planning
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Section 3 (page 21)
1. momentum
2. greater
3. mass
4. kilogram
5. inertia
6. motion
7. acceleration
8. momentum
9. The total momentum of objects that collide with
each other is the same before and after the collision.
10. It can be used to determine how objects move
after they collide.
Key Terms (page 22)
8. A
9. D
10. B
Sección 3 (pág. 25)
1. momento
2. mayor que
3. masa
4. kilogramo
5. inercia
6. movimiento
7. aceleración
8. momento
9. El momento total cuerpos que chocan es el
mismo antes y después de la colisión.
10. Se puede usar para determinar cómo se mueven
los cuerpos después de una colisión.
Términos claves (pág. 26)
1
2
M O M E
3
A
V
4
5
S P E E D
M
R
6
A C C E L E R A
G
E
7
V E L
I
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S
T
A
N
T
A
N
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O
U
S
T U M
1
A
5
S S
6
I O N
I
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M
C
E
L
E
S
S
T
A
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A
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V
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7
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Lectura dirigida para Dominio del contenido (pág. 23)
Sinopsis (pág. 23)
1. momento
2. velocidad
3. kilogramos
4. metros por segundo
5. c
6. a
7. El cuerpo está desacelerando.
8. La aceleración es positiva en la dirección en que se
mueve el cuerpo.
Secciones 1 y 2 (pág. 24)
1. acelerando
2. desplazamiento
3. 5 m/s
4. velocidad
5. más grande
6. período de tiempo
7. C
T10 Motion and Momentum
2
M
3
Reinforcement (page 27)
Section 1 (page 27)
1. Motion is a change in position.
2. It depends on your reference point. You are at
rest with respect to the bed and to Earth. You are
in motion with respect to the Sun and the galaxy.
3. Distance is how far you actually travel. Displacement is how far and in what direction you are
from your starting point.
4. 3 km + 4 km + 3 km + 2 km = 12 km
5. 2 km east of home
6. v = d/t = 12 km/4 h = 3 km/h
7. v = 3 km/0.5 h = 6 km/h north
8. Answers will vary. One possibility is that the
rider stopped at the store or park.
9. It indicates zero velocity.
Section 2 (page 28)
1. acceleration
2. time
3. negative
4. It is accelerating because it is constantly changing
direction.
5. speed: m/s; acceleration: m/s2
6. It is slowing down 3 m/s for every second it travels.
7. GH
8. CD and GH
9. HI
Section 3 (page 29)
1. The total momentum of objects that collide with
each other does not change.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Teacher Guide & Answers (continued)
2.
3.
4.
5.
6.
7.
the law of conservation of momentum
more
velocity
inertia
friction
0.5 m/s
500g (0.8 m/s) + 300 g (0) 800 g (v); 400 g m/s;
400g m/s = (500 g + 300 g)(v); 0.5 m/s=v
8. the car
9. They will rebound and move with the same speed
in the opposite direction.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Enrichment (page 30)
Section 1 (page 30)
1. Older coasters used a chain to pull the train up a
big hill. Gravity then caused the train to “fall”
down, generating speed.
2. In addition to steep drops, electromagnets are
used to attract and repel the cars in order to
generate speed.
3. As a coaster car turns, friction reduces the speed.
The velocity is altered by the change in direction
and the reduction in speed.
4. When designing a sharp turn, engineers must be
careful not to exceed limitations of the human body.
Section 2 (page 31)
1. Acceleration describes an increase or decrease in
speed.
2. Gravity pulls downward. The downward component of motion is greater on a steep hill than it is
on a gradual hill.
3. After approximately 12 seconds, the air pushing
on a person’s body prevents the skydiver from
accelerating any further.
4. A person may alter her body profile to reduce
wind resistance or jump from a higher altitude
where there are less air particles to resist
acceleration due to gravity.
5. The rapid change in velocity after a parachute
opens can put a strain on the straps. This strain
can be many times the weight of the parachutist.
Section 3 (page 32)
1. velocity and mass
2. The greater the momentum, the greater the
distance required to reduce the velocity to zero.
3. Computers can evaluate speed, distance and mass of
a vehicle faster and more accurately than people can.
4. Trains have very large momentum and require
stopping distances that can be greater than one
kilometer. This momentum will not permit a
train to stop for objects crossing the tracks.
Note-taking Worksheet (page 33)
Refer to Teacher Outline, student answers are
underlined.
Assessment
Chapter Review (page 37)
Part A. Vocabulary Review
1. Law of conservation of momentum (7/3)
2. inertia (5/3)
3. acceleration (3/2)
4. average speed (1/1)
5. momentum (6/3)
6. velocity (1/1)
7. mass (5/3)
8. instantaneous speed (1/1)
Part B. Concept Review
1. less than (6/3)
2. unknown (6/3)
3. friction (6/3)
4. 500 kg m/s (7/3)
5. AB (2/1)
6. CD (2/1)
7. AB; BC; DE (2/1)
8. 4 m/3 s = 1.3 m/s (2/1, 4/2)
9. a = (vf – vj) = (12 m/s – 4 m/s)/4 s = 2 m/s2 (4/2)
10. 600g (3 m/s) + 900 g (0) = 1500 g (v);
v = 1.2 m/s (7/3)
Chapter Test (page 39)
I. Testing Concepts
1–10. Answers will vary. Sample answers are given.
1. Speed is how fast you change position. (1/1)
2. Average speed is the total distance covered
divided by the total time it takes. (1/1)
3. Velocity is speed plus a direction. (1/1)
4. Acceleration is how fast your motion is
changing. (3/2)
5. When you slow down, you experience a negative
acceleration. (4/2)
6. Mass is the amount of matter in an object. (5/3)
7. Inertia is a measure of how much an object
resists a change in its motion. (5/3)
8. Momentum is an object’s mass times its velocity.
(6/3)
9. Displacement is how far and in what direction an
object has moved form its starting point. (1/1)
10. The law of conservation states that when two
objects collide, the total momentum before the
collision is the same as the total momentum
after the collision. (7/3)
II. Understanding Concepts
1. e (1/1)
2. d (1/1)
3. b (3/2)
4. a (6/3)
5. c (5/3)
6. AB (2/1)
7. BC (2/1)
8. D (2/1)
9. v = d/t = 3km/20 min = 9 km/h (2/1)
10. displacement (1/1)
11. 5 m/s (6/3)
12. mass (5/3)
13. mass and velocity (6/3)
14. are accelerating (3/2)
Motion and Momentum
T11
Teacher Support & Planning
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III. Applying Concepts
1. A, B, C, E (2/1)
2. B (2/1)
3. D (2/1)
4. F (2/1)
5. The car is slowing down 5 m/s for every second it
travels. (2/1)
6. No, it might be changing direction. (4/2)
7. a. 10 km + 5 km + 15 km + 5 km = 35 km (1/1)
b. 5 km east (1/1)
8. a = (vf –vj)/t = (23 m/s – 30 ms)/3 s = –2.3 m/s2 (4/2)
9. 5 kg (20 m/s ) + 10 kg (5 m/s) = 15 v; v = 10 m/s (7/3)
IV. Writing Skills
1. Your distance would most nearly equal your displacement because you would come closer to moving in a straight line. Your friend would probably go
around many curves, so her distance would be a
great deal more than her displacement. (1/1)
2. No, you would also need to know the direction in
which the storm is moving. You need to know its
velocity, not just it speed. (1/1)
3. Inertia is a measure of an object’s resistance to a
change in its motion. It is determined by the mass
on an object. Momentum is a measure of how
hard it is to stop an object. It is calculated by
multiplying the mass of the object by its velocity.
An object always has inertia. An object has
momentum only when it is moving. (5/3)
4. If they have the same velocity, the bowling ball
would be much harder to stop because it has
greater mass. (7/3)
5. The slow velocity of the massive rocket ship is
equal to the rapid velocity of the less massive
exhaust gases that are expelled in the opposite
direction from the rocket engine. (7/3)
Transparency Activities
Section Focus Transparency 1 (page 44)
Air Canvas
Transparency Teaching Tips
The concept introduced here is motion. Ask the
students to define motion. An object is in motion
when it changes position.
■ Explain that distance and displacement are both
aspects of motion. Distance is a description of overall length traveled. Displacement is the linear distance between the starting and the stopping point.
■ With the students watching, walk a short distance
around the classroom ending your jaunt very close
to your point of origin. Ask the students to estimate
both the distance and displacement of your walk.
■ Ask the students to create a method by which your
walking speed could be gauged. Eventually they
will recognize that speed equals distance divided
by time. The distance and duration of your walk
could be quantified and used as an example.
■
T12 Motion and Momentum
■
The transparency shows Picasso playing with light
and motion in 1949. He used a flashlight to create
an image of a centaur.
Content Background
■ The term velocity describes an object’s speed and
direction. A change in either constitutes a change
in velocity.
■ Pablo Picasso was one of the most creative and
influential artists of the 20th century. Born in
Spain, Picasso spent most of his life in France.
Abandoning established styles of painting, Picasso
created his own methods and styles as he sought
new mediums by which to express his ideas. As
prolific as he was creative, Picasso left behind
50,000 works at the time of his death in 1973.
■ The image on the transparency was taken using an
open shutter in a totally dark basement. Then, a
flash was used to capture Picasso just as he finished.
Answers to Student Worksheet
1. Students may answer that it appears to be a bull
of some sort. It’s a centaur.
2. Yes, it’s on the left. The distance is around five feet.
3. It’s much smaller.
Section Focus Transparency 2 (page 45)
Nothing but Air!
Transparency Teaching Tips
This transparency introduces acceleration. Ask
the students to define acceleration. Explain that
acceleration refers to any change in motion. This
includes speeding up, slowing down, or turning.
■ Skydivers experience all these variations of acceleration. Ask the students to describe a skydiver’s jump,
from exiting the aircraft to landing on the ground.
The skydiver exits (change in directional acceleration, from horizontal to vertical), falls (positive
acceleration in direction of motion), opens the
canopy (an abrupt negative acceleration) and lands.
Content Background
■ Skydivers will accelerate until they reach terminal
velocity. This is the maximum gravitational attractive force between the jumpers and Earth. It takes
approximately 12 seconds to reach this speed,
which is about 193 meters per second (120 mph).
■ Acceleration can be calculated by taking the
object’s initial speed and subtracting it from its
final speed and then dividing that number by
elapsed time.
■ Contrary to how it often appears, skydivers do not
accelerate upwards when they open their
canopies. That would violate the laws of physics.
The effect is the result of the camera person continuing to fall, creating the illusion that those who
released their canopies were accelerating upward.
■ Most experienced skydivers jump from 3050 m
(10,000 feet) to 4570 m (15,000) in order to get
about one minute of free-fall.
■
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Teacher Support & Planning
Teacher Guide & Answers (continued)
Teacher Guide & Answers (continued)
■
The first verifiable parachute jump was successfully completed in 1797 by the Frenchman AndreJacques Garnerin. He jumped from a balloon at
1000 m (3200 feet) over Paris, France.
Answers to Student Worksheet
1. A skydiver begins to fall, gradually picking up
speed. The jumper’s velocity changes on exit, as
the person falls, when the chute opens, as the
canopy is steered, and at landing.
2. The chute fills with air, slowing the skydiver.
3. A skydiver’s speed continues to increase until terminal velocity is reached. After the parachute
opens, the skydiver’s speed rapidly decreases,
eventually reaching the glide speed of that particular type of parachute.
Section Focus Transparency 3 (page 46)
Massive and Moving
Transparency Teaching Tips
You may use this transparency to introduce
momentum. Explain that mass is the amount of
matter in an object. The more mass an object has
the harder it is to alter the objects velocity.
■ Newton’s first law of motion is sometimes referred
to as the law of inertia. It states that an object in
motion will stay in motion at a constant velocity,
and on object at rest will stay at rest unless acted
upon by a net force. Inertia is the tendency of an
object to resist any changes to its motion.
■ This applies to the train, shown on the transparency. Once in motion its momentum makes
it hard to stop. Ask the students to define
momentum. Momentum is the force exerted by
an object due to its mass and velocity. In other
words, momentum equals mass times velocity.
■ The momentum of a moving train is enormous.
An engine pulling 70 empty cars, a total mass of
about 9,760,000 kg (including the engine), traveling
at 50 k/hr has a momentum of approximately
135,555,556 kg m/s. A standard automobile, on the
other hand, having a mass of 800 kg and traveling at
the same speed, has momentum of around 11,111
kg m/s. In perspective, the train’s momentum is
12,200 times greater than the automobile.
Content Background
■ In a collision the momentum of each object isn’t lost,
it’s transferred. The total momentum doesn’t change.
This is the law of conservation of momentum.
■ There are two types of collisions—elastic collisions
in which objects bounce off each other, and
inelastic collisions, where objects hit, stick and
move off together.
Answers to Student Worksheet
1. Stopping the train would be more difficult as its
mass is so much greater than the car’s.
2. It would make it easier to stop, by half.
3. Increasing the speed of the fully loaded train will
be much more difficult because of its mass.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
■
Teaching Transparency (page 47)
Distance-Time Graph
Speed-Time Graph
Section 2
Transparency Teaching Tips
Define acceleration and velocity and give examples
of both.
■ Explain each graph on the transparency. Ask the
students to interpret the data.
Reteaching Suggestion
■ Review the terms acceleration and velocity and
how to use the axis lines of a graph to read and
interpret data.
Extensions
Activity: Have four or five students walk across
the room, one at a time, each at a different pace.
Ask the students to create a method to plot their
speed. Using a stopwatch, provide walking times
and ask the students to graph the results.
Challenge: Have students research the rate at
which skydivers fall and create a graph showing
their rate of descent from the time they exit until
they reach terminal velocity.
Answers to Student Worksheet
1. when the graph line rises.
2. 1.5 s
3. 1 m
4. speed = distance divided by time
5. 1 m/s
6. It didn’t change at all.
■
Assessment Transparency (page 49)
Motion and Momentum
Section 3
Answers
1. B. Using information from the chart, students
need to make an inference that the girl would see
the lightning before she would hear the thunder
because the speed of light is so much faster than
the speed of sound.
2. F. Students need to use the chart to determine that
only aortic blood has a speed less than that given
for a human runner.
3. C. This question requires students to realize that
the least important factor would be the time of day.
All the other factors can be seen as important,
given that velocity is calculated using distance/time.
Test-Taking Tip
Remind students to double check their answers
before turning in their tests.
Motion and Momentum
T13
Teacher Support & Planning
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