Describing Motion Assessment PDF

Name: ________________________ Date: ______________ Period: ___ Describing Motion Assessment Use the graph to answer questions 1 - 4. Show your work when finding the speed!!!! Terrell was given a workout by his coach during track season in order to practice his racing skills. The...

Name: ________________________ Date: ______________ Period: ___ Describing Motion Assessment Use the graph to answer questions 1 - 4. Show your work when finding the speed!!!! Terrell was given a workout by his coach during track season in order to practice his racing skills. The coach came up with times for Terrell to complete different segments of the workout. The first of his workout reps is shown in the graph below. 1. What was Terrell’s speed for the first 120 seconds of the workout? 500/120 =4.2 m/s 2. What was Terrell’s speed for the entire 1700 meters? 1700/360 = 4.7 m/s 3. Did Terrell complete the segment between 0 and 210 seconds at a constant speed? How do you know? Terrell did not complete the first 210 seconds at a constant speed. If you look at the graph, the slope of the line changes throughout the first 210 seconds including a stop between 30 and 60 seconds and speeding up more between 180 and 210 seconds. 4. During which of the following segments was Terrell taking a break? a. 0-60 seconds b. 60-120 seconds c. 120-210 seconds d. 210-240 seconds Calculations 5. Suppose a car travels 200 kilometers during the first two hours of a road trip, 70 kilometers during the third hour, and 90 km during the final hour. What is the car's average speed for the entire four hours of the trip? 200 + 70 + 90 = 360 360/4 = 90 km/hr 6. During a bike race, Sarah is riding a bike at a constant speed of 4 m/s up a hill then increases her speed to 10 m/s in just 3 seconds once she reaches the top. What was her acceleration during this time? 10 - 4 = 6 m/s 6/3 = 2 m/s2 Directions: Use the acceleration graph to answer questions 7-9. 7. What is the object’s acceleration during the first 60 seconds of its motion? 200 - 0 = 200 200/60 = 3.333 m/s2 8. Between which time segment is the object not accelerating? 60-90 seconds when the line is flat 9. During which time segment is the object accelerating at the greatest rate? a. 0-30 seconds b. 60-90 seconds c. 120-150 seconds d. 150-210 seconds Directions: Answer the questions using the information provided. Using the graphic below, answer the following question. 10. Marisol is sitting in a bus that is passing by a traffic light. Which statement correctly describes Marisol’s motion? a. Marisol is moving relative to both the traffic light and the bus driver. b. Marisol is not moving relative to either the traffic light or the bus driver. c. Marisol is moving relative to the traffic light but not relative to the bus driver. d. Marisol is moving relative to the bus driver, but she is not moving relative to the traffic light. 11. Which of the following best represents the velocity of the moving bus? a. 40 b. 40 m/s c. 40 m East d. 40 m/s East 12. A person is sitting on a train that is moving at 100km/h. From which frame of reference is the person NOT moving? a. The ground b. The train c. A train passing in the opposite direction. d. A car stopped at a train crossing. On the right is a table showing the velocity of a Time Velocity car. The car moved south the first 5 seconds. The car took three seconds to turn a corner and Seconds (s) meters per second moved west. (m/s) 13. What is the average acceleration of the car during 0.0 0 m/s south the first 5 seconds of motion? 1.0 5 m/s south a. 5 m/s2 south 2.0 10 m/s south b. 10 m/s2 south c. 15 m/s2 south 3.0 15 m/s south d. 20 m/s2 south 4.0 20 m/s south 14. Which statement best describes the car’s 5.0 25 m/s south acceleration from 6.0 to 8.0 seconds? 6.0 25 m/s southwest a. the car did not accelerate 7.0 25 m/s southwest b. the car accelerated by increasing speed c. the car accelerated by decreasing speed 8.0 25 m/s west d. the car accelerated by changing direction 15. In gym class, students were challenged with running a 100 meter dash in the fastest time possible. Below is a description of Anna’s run: ▪ When the teacher blew the whistle, Anna increased her velocity from 0 m/sec to 5 m/sec in 3 seconds. ▪ Anna ran a constant speed of 5 m/sec for the remaining distance. In the graph below, draw a line to represent Anna’s motion throughout the entire 100 meter dash. Note: You do not need to create a scale on the axes.