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wb1b Sts
wb1b Sts
Data analysis
Related topics:
Can you finish running 100 m within 10 s? The fastest person in the world
■ Speed, velocity and can run 100 m in 9.78 s. Do you know how his speed changes during this
acceleration (5.1)
period? In this activity, you will find out more about the motion of the
■ Motion graphs (5.2)
sprinter (短跑運動員). You will also use the athletic records in your schools
to do some analysis.
Fig B1-1
Questions
1 Complete Tables B1-1 and B1-2:
(a) Visit the web site of the International Association of Athletics
Federations http://www.iaaf.org/statistics/records/index.html
to find the names and results of the world records.
(b) For each event, calculate the average speed.
Table B1-1
S T S activity
Event Individual / Team Year Results Average speed / m s–1
100 m F. Griffith Joyner 1988 10.49 9.53
Table B1-2
Note: The actual answer 2 In which of the above events is the average speed highest?
depends on the data
collected (a) 4 × 100 m relay
Men’s: .................................................................................................
speed / m s –1
Recall Ss that the slope 12
of a speed-time graph is
the acceleration. The 11
curve is not perfect average
10 speed
because it shows a non-
=10.22 m s–1
zero acceleration at the
9
start of the race, which is
out of our expectations. 8
The speed should
increase quickly starting 7
from zero. Of course, the
runners should not made 6
a false start.
5
1 2 3 4 5 6 7 8 9 10 11 12
time / s
Fig B1-2
about 6.4 s, maximum speed (11.9 m s–1). Relatively constant speed afterwards.
(b) What is his highest speed in the event? When did he achieve this
S T S activity
speed?
His highest speed in the event is 11.9 m s–1 at about 6.4 s.
(c) On the speed-time graph, draw the line of average speed. What is
the relationship between the area under the average speed line
and the area under the original speed-time graph?
The areas are the same (same distance travelled).
Inter-school
Event Sex School Year Record Average speed / m s–1
100 m M Wah Yan College, Kowloon 1996 10.51 s 9.51
Table B1-3
Your School
Event Sex Individual/House name Year Record Average speed / m s–1
100 m M
100 m F
200 m M
200 m F
400 m M
400 m F
4 × 100 m M
4 × 100 m F
Table B1-4
Ss’ sketches may vary. 3 Using your own experience in running, try to sketch in different
S T S activity
colours in Figure B1-3
(a) the speed-time graph of the record holder of your school (or the
Hong Kong inter-school athletic meets) in 400 m race,
(b) the speed-time graph of the 4 × 100-m relay event.
take-over
take-over
take-over
0 time / s
1:03.5 s 1:19.5 s
Fig B1-3
(c) What can you say about the areas under the speed-time graphs of
4 × 100-m relay and 400-m event?
The area under the 2 graphs (i.e. distance travelled) are the same.
Issue
car safety
Related topics:
■ Newton’s first law (6.1) By Newton’s first law, if a car travelling at a high speed suddenly stops, the
■ Momentum and impact driver and the passengers inside continue to move forwards at high speed.
(8.1) They may hit the dashboard and windscreen and get serious injuries or
even killed.
Fig B2-1
S T S activity
Not wearing seat-belts
Driver and passenger killed in car accident
A serious accident occurred in Both victims did not seem to be
Sai Kung yesterday morning. A wearing seat-belts when the
private car was suspected to accident happened. They were
have lost control on Clear Way thrown out of the car when the
Bay. It hit the crash barrier and car hit the barrier. The female
the driver and passenger were driver died instantly while the
thrown out of the car. After male driver was knocked down
investigation, the police by the taxi behind and was
believed that someone was certified dead on arrival at the
speeding and caused the hospital.
accident.
(30 October 2002)
Discussion
No written answers 1 Have you ever been involved in car accidents? If yes, did you wear a
required. Guide Ss to seat-belt when the accident occurred? Share your experience.
describe the speed of
car before accident, how
the seat-belt helped to 2 Using Newton’s first law, explain why the driver and passenger were
reduce injury. thrown out of the car in the accident. Hence, determine if there is any
force throwing them out of the car in the accident.
On impact, the car stops suddenly, whilst the driver and passengers have the inertia to
move forwards with the speed of the car just before impact. So, actually there is no
4 Do you think the driver has the responsibility to ensure that all
passengers in his/her car wear seat-belt?
Answer varies among Ss. Suggestion: Yes, the driver should ensure that everyone has
put on the seat-belt before starting the car because he/she needs to ensure the safety
of his/her passengers.
■ Blurs vision
allowed to drive. Arrange for a non-drinker to drive, take public transport or a taxi.
Fig B2-3
Discussion
S T S activity
1 The present traffic laws do not require persons on certain types of
vehicles from wearing seat belts (see the above pamphlet). Who are
these persons?
Passengers on light buses, goods vehicles and buses are not required to wear seat belts.
Investigation
Related topics:
How does the speed change when a light object falls from a height? In this
■ Air resistance and activity, you find out how paper cake case falls from your school building.
terminal speed (6.1)
It’s great fun! Do try it out (under your teacher’s supervision)!
Apparatus:
■ several paper cake
cases
■ 1 stop-watch
Procedure
■ 1 sheet of graph paper 1 Form groups of 4 to 5 students.
■ 1 piece of string with
small mass (e.g. 2 One student acts as the time-keeper and stays on the ground floor.
pendulum bob)
attached
3 One student stands by in the corridor of each floor and drops a paper
■ long ruler (e.g. metre
cake case to the ground (Fig B3-1).
ruler)
purchased from
supermarket.
Fig B3-1
stop-watch
4 The time-keeper on the ground floor records the time taken by the
paper cake case to fall from each floor. Take the average of at least
three trials from each floor.
5 Measure the height h of each floor above the ground using a piece of
long string with a small mass attached to its lower end.
6 Tabulate your results in Table B3-1. For each height calculate the
average time taken t and the average speed –v .
S T S activity
Height Time Time Time Average Average
fallen h / m (1st trial) / s (2nd trial) / s (3rd trial) / s time t / s speed –v– / m s–1
1/F: 3.24 1.67 1.94
5/F:
Table B3-1
11
10
0
1 2 3 4 5
time / s
Fig B3-2
Discussion
S T S activity
There is some 1 Describe the shape of the graph plotted. Hence, determine the type of
acceleration when the motion (i.e. uniform speed, uniform acceleration…) of the falling of
distance is short, e.g. on
paper cake case.
the 1/F. The paper cake
case reaches terminal Th graph plotted is a straight line passing through the origin. The paper cake case falls
The
speed after that. Ts may
elaborate the graph with uniform speed. (The average speed is constant with the exception of the 1/F data.)
below according to their
Ss.
t negligible.
constant
speed
acceleration
3 Suggest two ways to increase the speed of the paper cake case.
Teachers should note
Increase the mass of the paper cake case by sticking a massive object with it.
that Ss may think that
whenever an object (light Reduce the surface area of the paper cake case by gripping it into a lump.
one) falls under gravity
with air resistance, the
speed is constant
throughout.
Perhaps Ss should be
suggested to try on a
‘loaded’ paper cake
case, hopefully the
average vertical speed The paper cake case falls in air at a constant speed when its weight is
would increase with balanced by the air resistance. The net force acting on the paper
....................................
height fallen. Then the
average speed remains
cake case is ....................................
zero and it falls with a constant speed called the
the same even with terminal
.................................... speed.
increasing height.
Reading/Investigation
S T S activity
turbulence
Related topics:
Have you ever experienced weightlessness? You may have experienced a
■ Free fall motion (5.5)
loss of weight in a lift when it accelerates downwards. But it can be more
■ Weightlessness (6.3)
frightening when an aeroplane loses height in an air turbulence.
1 A piece of news
Read the following newspaper clipping.
Discussion
S T S activity
1 What is the acceleration of the fall of the passengers when they are
‘flying’?
The passenger falls with acceleration due to gravity g (slightly lower than 10 m s–2 since
2 How does this compare with the fall of the aeroplane if it results in
passengers hitting the ceiling of the aeroplane?
The passengers’ acceleration should be smaller than that of the aeroplane.
Notes: Acceleration is a 3 If you were an observer standing still on the ground, by drawing
vector quantity. It has both arrows, show the accelerations of the aeroplane and the passengers
magnitude and direction.
(who got hurt) during normal flight (Fig B4-1) and when they met air
turbulence (Fig B4-2).
a airplane = 0 a passenger = 0
Fig B4-1
Procedure
1 Put an object such as a wooden
block on your palm. Feel the
object’s weight.
Fig B4-3
■ aeroplane
The hand represents ........................... (aeroplane/passenger); the
passenger
wooden block represents ........................... (aeroplane/passenger).
S T S activity
slowly. This simulates an
aeroplane lowering its height
in the normal way.
Fig B4-4
3 Adjust your hand’s downward motion so that the object just leaves
your hand. This simulates the aeroplane meeting an air turbulence
and falling suddenly.
Notes: Instead of ■ cannot
The hand ........................... (can/cannot) feel the weight of the
‘acceleration’, Ss may acceleration
object. The hand and the object both fall with the same ........................
give answer such as
‘velocity/speed’. This
should be considered as
correct but they do not
see that the ‘rate of
change of 1 When an aeroplane loses height in an air turbulence, the passengers hit
velocity/speed’ is also
the ceiling if the acceleration of the aeroplane is ....................................
greater
the same. If this
happens, Ts should (greater/smaller) than that of the passengers.
encourage Ss to think
further by marking on 2 In order to reduce the chance of injury in the event of an air
their Activity Book ‘How turbulence, passengers should, as far as possible, wear
about the rate of change seat-belts
.................................... all the time during the flight.
of velocity/speed?’.
Investigation
by a hanging mascot
Related topics:
■ Newton’s second law Some car owners hang decorative objects (e.g. mascots) from the rear-view
(6.2)
mirror (Fig B5-1). When the car accelerates, the cord hanging the object
■ Tension and weight
forms an angle with the vertical. Have you ever noticed this?
(6.3)
■ Resolution of forces
In this activity, you will learn how to find the acceleration of a vehicle from
(6.4)
the angle measured, and will use this method to find the acceleration of an
Apparatus: MTR or KCR train.
■ 1 protractor
■ 1 mascot (e.g. a
pendulum bob)
suspending string
tension T
mascot of mass m
weight mg
acceleration a
Fig B5-1 Fig B5-2
Procedure
1 (a) Use a small object, e.g. a pendulum bob, as the mascot.
(b) Suspend this from the rear-view mirror of a car or set this up in
an MTR or KCR train carriage.
(c) Hold the protractor beside the hanging mascot.
S T S activity
follows.
3 Measure the angle θ between the suspending string of the object and
the vertical as the car or train accelerates (e.g. when the motion is just
started). Calculate the acceleration of the car or train using the
expression derived in 2.
Initial acceleration of θ = ......................................................
MTR train as it leaves a
station is around 1 m s–2. a = ......................................................
1 greater
The greater the acceleration of the car, the .................................... is the
angle between the suspending cord and the vertical.
Issue
Related topics: Energy enables us to do work. For example, motor cars change chemical
■ Energy (Ch 7) energy in fuels to kinetic energy of objects. They make our lives easier. But
using energy causes problems to the environment. Burning fuel produces
harmful gases and particulates, which pollute the air. Using transport too
heavily will also use up our limited energy resources more quickly (Fig B6-1).
Fig B6-1
S T S activity
http://www.epd.gov.hk/epd/english/environmentinhk/air/prob_solutions/
cleaning_air_atroad.html to see details of the following 5 main strategies.
2 diesel
Adopt cleaner alternatives to ........................... where appropriate.
Fig B6-2
Fig B6-3
4 inspections
Strengthen vehicle emission ........................... enforcement
and ...........................
against smoky vehicles.
5 maintenance
Promote better vehicle ........................... and eco-driving habits.
Not feasible: ■ For Ss who have to cross the harbour or go through tunnel which
Not suitable: ■ For Ss who live very far away from school
The suggested answers 2 Suggest reasons why the government encourages citizens to take
here are just for Ts to public transport instead of private cars as far as possible.
inspire their Ss if they
have no idea to start ■ Reduce the number of private cars running on roads, hence reducing the amount of
with. Giving these
pollutants due to private cars.
suggested answers to
Ss directly will ■ Reduce problems associated with traffic congestion.
encourage rote-learning
of the topic. ■ Reduce the total energy consumption in the city.
■ through education
■ Not justified to build public transport if only a small amount of citizens is served.
5 What can you do to help in relieving the street level air pollution in
Hong Kong besides encouraging citizens to use more public transport
or to ride on bikes?
■ Use LPG/ electricity as fuel
Issue/investigation
S T S activity
E
Related topics:
■ Momentum and impact Falling objects have caused many deaths and injuries in the past years. The
(8.1)
problem has become more serious as buildings in Hong Kong are
■ Free fall (5.5)
becoming taller and taller. Some residential buildings are as high as 300 m
(over 70 stories). We can understand the physics of the issue better by
finding the average force of impact of a falling object on the ground.
Table B7-1 gives the statistics of falling objects in the past few years.
In this activity you will carry out an investigation to estimate the impact force
caused by, for example, a dry cell (AAA size) falling from a height. You will
use data-logging equipment for the experiment.
1 A piece of news
S T S activity
By v = A1
21× 11
11
10 × 1
11 × 2.5
111
27 11
■ Should you adjust your result to show the real situation? Why?
Yes. It is because there is air resistance. The falling window frame should not attain the
full acceleration of gravity. OR when the air resistance balances the weight of the
window frame, it will no longer accelerate and fall with terminal speed. Therefore, the
result in 1 is the maximum possible speed. The real speed should be smaller.
Apparatus:
2 Experiment
S T S activity
■ 1 force sensor
1 data-logger dry cell
■
Procedure
■ 1 computer with data-
logging software 1 (a) Attach a card say
installed 5 cm × 5 cm to
■ 1 dry cell (AAA size) the force sensor
■ 1 piece of card which is placed
on the ground.
Note: The card makes it
easy to aim the dry cell at
(b) Connect the force
the force sensor and to sensor to the
ensure that the impact force data-logger and in
on the sensor is uniform. turn connect the
data-logger to the card
computer.
(c) Run the data-
logging program
on the computer force sensor
2 (a) Start data-logging and drop a dry cell from a height of 2-3 m to hit
the force sensor.
(b) Note and save the F-t graphs obtained.
(c) Paste or sketch the graph as shown on the computer screen in
Figure B7-2.
Fig B7-2
■ find the impulse of force from the area under the graph and the
impact time (width of the bell-shaped curve). Hence calculate the
average impact force.
0.24
Impulse of force = area under graph = .................................... Ns
1.476 – 1.469 = 0.007
Impact time = .................................... s
34.3
Average impact force = .................................... N
■ Compare the average impact force with the weight of the dry cell.
0.0116
Mass of dry cell (AAA size) = .................................... kg
0.116
Weight of dry cell = .................................... N
34.3
Average impact force = 296
0.116
= ....................................
Weight
object had fallen from a greater height, the impact would be much greater. That is why
Issue
S T S activity
E
fronts?
Related topics:
Bull bars are fence-like attachments
■ Momentum and impact
(8.1) fitted to car bumpers (Fig B8-1).
In January 2002, the Transport
Department proposed to ban the
use of aggressive (具殺傷力的) bull
bars. Such proposal was strongly
objected by the owners of four-
wheel-drive (4WD) vehicles. In this
activity, you will look at their
arguments and use your physics Fig B8-1
knowledge to analyze how bull bars
could affect the safety of the driver
and road users.
5 The use of aggressive bull bars has become a trend, so the danger is
rising.
7 Since not all bull bars are aggressive, the Transport Department has
agreed to provide a list of approved bull bars, updated from time to
time, to the public for reference.
Discussion
1 Bull bars are first fitted in 4WD vehicles. What is their primary
purpose?
Bull bars are designed mainly for protecting the vehicle from impact with large animals in
The injuries to the road users will be more serious than if bull bars are not fitted.
S T S activity
the bull bars?’
Note: Visit the web site of Hear the voices from the United 4X4 Hong Kong (香港四驅車大聯盟) and
United 4X4 Hong Kong analyze their views.
http://www.4x4unitedhk.com
for more information.
Discussion
S T S activity
1 According to the association, what are the main factors affecting the
injury in car accidents?
speed of vehicles
3 What is the main cause of the conflict between the government and
the 4WD owners?
There is lack of comprehensive data on bull bars in the whole vehicle population. It is
impossible to draw detailed and convincing conclusion with respect to the road injuries
4 Do you think we should ban the use of bull bars in vehicles? What can
be done to make a better decision?
Answers vary among Ss. Do more research to find out if bull bars actually affect the
Game
S T S activity
Related topics: This puzzle uses the words you learnt in this section. See if you can
Mechanics (Ch 4–8) complete it and see who is the fastest to complete it.
a j
D C
g
I M O
1 2
D I S P L A C E M E N T T E R M I N A L
T T S
3 d 4
S C A L A R R E S U L T A N T E
N V E R
C E per V
5
E R S E L A S T I C
A E T
G C I
6e 7 l
E V E L O C I T Y S T O P P I N G
E N N R
i
C D I of A
T N M V
8 k
O A C C E L E R A T I O N C I
R R M O T
h
F T E M Y
c 9
F F R I C T I O N N P
f
O P E A T E
R O E U N
10
C T \ M A S S
11 b
P O W E R E B A
12
O N E W T O N T
R T D E
13
K I N E T I C Y D
Across Down
S T S activity
1 Position change, which has both size and a The length of the path you traveled.
direction. displacement
b Work
__________ = force in the direction of
2 terminal
During free fall, the object attains the __________ displacement × displacement
speed when it stops accelerating and falls with a
c force
The __________ in a string is called tension.
constant speed.
d Overall displacement over total time taken is
3 The quantity that can be described by
average velocity.
equal to __________
magnitude only. scalar
e The quantity that requires both magnitude and
4 When an object is acted on by more than one
direction for a complete description. vector
force, the combined force that causes the object
resultant force.
to accelerate is referred to __________ f When you lift a box up, the box will gain
potential energy.
gravitational __________
5 If the total kinetic energy of a system conserves
elastic
in a collision, the collision is said to be ________. g The SI unit for speed. metre per second
7 Stopping
_______ distance = thinking distance + braking i The tendency of a body to maintain its state of
distance rest or of constant speed along a straight line. inertia
8 The rate of change of velocity. acceleration j m1u1 + m2u2 = m1v1 + m2v2 ; this is the formula
conservation of _____________.
for the law of _____________ momentum
9 It arises whenever an object slides or tends to
slide over another object. friction k compensated if
The runway is said to be friction-_____________
a trolley moves down it at a constant speed
10 The resistance or inertia to change a body’s state
when given a sharp push.
of rest or uniform motion is positively related to
the body’s __________.
mass l Without other force, an object that is thrown in
gravity of
air falls because they are under the __________
11 The rate at which energy is transferred or work
the Earth.
is done. power
13 kinetic
When an object’s speed increases, its __________
energy increases as well.