Showing posts with label velocity. Show all posts
Showing posts with label velocity. Show all posts

20190924

Physics quiz archive: vectors, projectile motion, forces

Physics 205A Quiz 3, fall semester 2019
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855
Exam code: quiz03Ch3V



Sections 70854, 70855 results
0- 6 :   * [low = 6]
7-12 :   ***
13-18 :   **************
19-24 :   ******************* [mean = 21.7 +/- 5.8]
25-30 :   ***************** [high = 30]

20190909

Physics quiz archive: kinematics, free fall

Physics 205A Quiz 2, fall semester 2019
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855
Exam code: quiz02Cs1o



Sections 70854, 70855 results
0- 6 :  
7-12 :   ******** [low = 9]
13-18 :   ************
19-24 :   ****************** [mean = 21.1 +/- 6.0]
25-30 :   **************** [high = 30]

20180924

Physics quiz archive: vectors, projectile motion, forces

Physics 205A Quiz 3, fall semester 2018
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz03pRH5



Sections 70854, 70855 results
0- 6 :  
7-12 :   ***** [low = 9]
13-18 :   **********
19-24 :   ******************* [mean = 23.1+/- 6.0]
25-30 :   ********************** [high = 30]

20180910

Physics quiz archive: kinematics, free fall

Physics 205A Quiz 2, fall semester 2018
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02HwRd



Sections 70854, 70855 results
0- 6 :   ** [low = 6]
7-12 :   ******
13-18 :   *************
19-24 :   ******************** [mean = 20.4 +/- 6.1]
25-30 :   *********** [high = 30]

20171020

Physics midterm problem: world-record washing machine throw

Physics 205A Midterm 1, fall semester 2017
Cuesta College, San Luis Obispo, CA

"Washing Machine Throwing Showdown"
Guinness World Records
youtu.be/YC0oj7BcWiI

In 2017, Zydrunas Savickas set a world record throwing a 46 kg (101 lb) washing machine that landed a horizontal distance of 4.13 m from its starting position atop his head. Savickas' height is 1.91 m, and the washing machine was airborne for 1.84 s starting from just off the top of his head to just before hitting the ground[*].

Find both the horizontal and vertical components (v0x, v0y) of the initial velocity vector for the washing machine, as it was thrown and released from just above the top of Savickas' head. Neglect air resistance, and treat the washing machine as a point object. Show your work and explain your reasoning using properties of projectile motion.

[*] Rachel Swatman, "Watch Game of Thrones Star Take on World’s Strongest Man Winner in Washing Machine Throwing Showdown" (January 13, 2017), guinnessworldrecords.com/news/2017/1/watch-game-of-thrones-star-take-on-world%E2%80%99s-strongest-man-winner-in-washing-machi-458290.

Solution and grading rubric:
  • p:
    Correct. Discusses/demonstrates:
    1. uses given values of t = 1.84 s and x = +4.13 m to solve for the initial (and constant) horizontal velocity v0x (where t0 = 0, x0 = 0); and
    2. uses given values of t = 1.84 s and y = −1.91 m to solve for the initial vertical velocity v0y (where t0 = 0, y0 = 0).
  • r:
    Nearly correct, but includes minor math errors. May have intentionally or unintentionally used y = +1.91 m or y = 0 instead of y = −1.91 m.
  • t:
    Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. At least has one initial velocity component correct, but other component has errors in addition to those listed in (r), such as setting vy = 0 in y = (1/2)⋅(vy0 + vy)⋅t to solve for vy0, or setting vx = 0 in x = (1/2)⋅(v0x + vx)⋅t to solve for vx0, etc.
  • v:
    Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner.
  • x:
    Implementation of ideas, but credit given for effort rather than merit.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Sections 70854, 70855
Exam code: midterm01mOoL
p: 20 students
r: 16 students
t: 12 students
v: 3 students
x: 1 student
y: 0 students
z: 0 students

A sample "p" response (from student 1956):

20171003

Physics quiz archive: vectors, projectile motion, forces

Physics 205A Quiz 3, fall semester 2017
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz03T4uC



Sections 70854, 70855 results
0- 6 :  
7-12 :   ********* [low = 9]
13-18 :   ****************
19-24 :   *********************** [mean = 19.2 +/- 5.2]
25-30 :   ****** [high = 27]

20170929

Physics presentation: impulse and momentum

Whuuuuuuut. (Video link: "bowling strike with a ping pong ball.")

In this presentation we will introduce another new connection between forces and motion, in terms of how the net force can exert an impulse on an object in order to change its momentum. This is yet another new approach to connecting forces and motion, compared to the previous discussion in this course of using Newton's laws to relate how forces on an object result in a net force that may or many not change its motion, and analyzing how forces can do work on or against an object in order to speed up or slow down its motion.

First, defining the momentum of an object, and then expressing how the net force can exert an impulse on this object.

The introduction slide showing a ping-pong ball knocking over all ten bowling pins should seem very strange to you, as the mass of the ping-pong ball is too small to effectively bowl a strike, even if it were traveling with a supersonic speed. In order to fully account for the "knocking-over" strength of a moving object, then, we must include mass as well as its speed (and direction) to define its momentum p.

Momentum p is a vector quantity (so don't forget to draw an arrow over it) whose magnitude depends both on the mass and speed of the object, with the combined units of both mass and speed (kg·m/s).

We also need to introduce the concept of impulse J, which is the product of the net force acting on an object and the duration of time that the net force acted on this object (whether for a brief instant, or for a prolonged period). (Video link: "Teaching Tee Ball Hitting.")

Impulse has the combined units of both force and time (N·s). Here we use the somewhat obscure (but totally legit) "J" symbol for impulse, remembering to draw an arrow over it (as it is a vector quantity). (It turns out that "I" is already reserved for rotational inertia in the next chapter.)

Second, let's now explicitly make the connection between the impulse acting on an object, and the resulting change in the momentum of the object.

This "impulse-momentum theorem" emphasizes how the impulse (exerted by the net force acting over a specific duration of time) causes a corresponding initial-to-final change in the momentum of the object. And vice versa, where the initial-to-final change in the momentum of an object is caused by the impulse on the object.

Let's apply these concepts to several objects that undergo changes in momentum, with an emphasis on the directions (+/– signs) of these quantities, and how they all must be consistent with each other, starting with a golf ball initially at rest, and then has a speed of 97 m/s after being hit by a golf club. (Video link: "The Moment of Impact. An Inside Look at Titleist Golf Ball R&D.")

This golf ball is initially at rest, so its initial momentum p0 (mass times its initial velocity) is 0.

We'll define the horizontal direction to be positive to the right (and negative to the left). After it is hit by the golf club, its final momentum (mass times its final velocity) pf points to the right (and will be a positive quantity).

The initial-to-final change in momentum ∆p of the golf ball is given by:

p = pfp0,

and since get a positive quantity minus zero, then ∆p must be positive (thus pointing to the right).

Since the impulse "J" on the golf ball causes this initial-to-final change in momentum:

"J" = ∆p,

the impulse must also have the same direction as ∆p, and so it must also point to the right. (Also since the impulse "J" is the net force ΣF on the golf ball times the contact time ∆t, the net force of the golf club on the golf ball is also directed to the right.)

Now let's have you look at the directions involved in the impulse-momentum theorem for this catapult-launched F/A-18E-F Super Hornet, initially at rest, and then has a speed of 74 m/s after being it is catapulted. (Video link: "F/A-18E-F Super Hornet Catapult Launches.")

Super Hornet's initial momentum p0 direction? (left (–), none (0), or right (+)?)
Super Hornet's final momentum pf direction?
Direction of Super Hornet's initial-to-final change in momentum ∆p?
Direction of catapult's impulse "J" on the Super Hornet?

Finally, consider the directions involved in the impulse-momentum theorem for this Ford Ranger, hitting a crash barrier with a speed of 11.0 m/s, and then rebounding off the crash barrier with a speed of 2.2 m/s. (Video link: "Crash Test Ford Ranger 2012....")
Ford Ranger's initial momentum p0 direction? (left (–), none (0), or right (+)?)
Ford Ranger's final momentum pf direction?
Direction of Ford Ranger's initial-to-final change in momentum ∆p?
      (Hint: watch your signs!)
Direction of crash barrier's impulse "J" on the Ford Ranger?

20170919

Physics quiz archive: kinematics, free fall

Physics 205A Quiz 2, fall semester 2017
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855 version 1
Exam code: quiz02BjRn



Sections 70854, 70855 results
0- 6 :   * [low = 6]
7-12 :   ******
13-18 :   ************
19-24 :   **************** [mean = 22.0 +/- 6.5]
25-30 :   ********************* [high = 30]

20161015

Physics midterm problem: Snake River Canyon rocket jump

Physics 205A Midterm 1, fall semester 2016
Cuesta College, San Luis Obispo, CA

"Stuntman successfully jumps Snake River Canyon"
KTVB Channel 7
ktvb.com/news/stuntman-successfully-jumps-snake-river-canyon/319488060

Stuntman Eddie Braun successfully completed a rocket jump over the Snake River in Idaho[*]. With a reported launch speed of 190 m/s at an angle of 55° above the horizontal, after traveling a horizontal distance of 740 m, the rocket reached a maximum height of 670 m above the ground.

Determine whether the reported 190 m/s was a plausible value for the launch speed (to within two significant figures). Neglect air resistance and the propulsion engine of the rocket (thus treating it as a thrown object). Show your work and explain your reasoning using properties of projectile motion.

[*] Loz Blain, "Eddie Braun Jumps the Snake River Canyon in an Evel Knievel-style Rocket Bike" (September 16, 2016), newatlas.com/eddie-braun-rocket-bike-jump-snake-river-knievel/45477/.

Solution and grading rubric:
  • p:
    Correct. Discusses/demonstrates:
    1. given maximum height y = +670 m at x = +740 m, calculates the initial speed (or initial velocity components);
    2. compares calculated initial speed (or initial velocity components) with reported value, and concludes there is a discrepancy of more than two significant figures.
    May instead discuss/demonstrate:
    1. holding other given values as fixed to find some other inconsistency in a reported value, such as time t to reach y = +670 m, time t to reach x = +740 m, or looks for a non-zero vertical velocity component vy at y = +670 m, etc.;
    2. interprets that reported initial speed of 190 m/s is plausible in that the rocket jump would exceed the reported trajectory parameters and be "successful."
  • r:
    Nearly correct, but includes minor math errors. At least successfully solves for the horizontal v0x and vertical v0y components of the initial velocity vector, but calculation and/or conclusion from finding/deducing a derived value to compare to a reported value is garbled.
  • t:
    Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. At least enough steps are shown that would theoretically result in a complete answer, multiple errors notwithstanding.
  • v:
    Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner.
  • x:
    Implementation of ideas, but credit given for effort rather than merit.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Sections 70854, 70855, 73320
Exam code: midterm01br1Q
p: 29 students
r: 9 students
t: 6 students
v: 9 students
x: 3 students
y: 1 student
z: 0 students

A sample "p" response (from student 8321), finding that the reported initial velocity would result in a trajectory that would be higher and longer than the state values, and concludes that it is a plausible value in the sense that it would outdistance the (assumed) required trajectory:

Another sample "p" response (from student 3575), demonstrating that after the rocket has traveled a horizontal distance of 740 m, it is at a higher height than the stated maximum height of 670 m, and concludes that the reported initial velocity is a plausible value in that air resistance was not included in this analysis:

Yet another sample "p" response (from student 4566), showing a discrepancy in the vertical initial velocity component required in order for the rocket to reach its highest height of 670 m after traveling a horizontal distance of 740 m:

20160926

Physics quiz archive: vectors, projectile motion, forces

Physics 205A Quiz 3, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz03sHO7



Sections 70854, 70855, 73320 results
0- 6 :   ********** [low = 0]
7-12 :   ************************* [mean = 12.7 +/- 5.4]
13-18 :   **********
19-24 :   ******* [high = 24]
25-30 :  

20160913

Physics quiz archive: kinematics, free fall

Physics 205A Quiz 2, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz02SL1p


Sections 70854, 70855, 73320 results
0- 6 :  
7-12 :   ********* [low = 9]
13-18 :   ************
19-24 :   ******************** [mean = 21.4 +/- 6.2]
25-30 :   ****************** [high = 30]

20150930

Physics quiz archive: vectors, projectile motion, forces

Physics 205A Quiz 3, fall semester 2015
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz03re3T



Sections 70854, 70855, 73320 results
0- 6 :   * [low = 6]
7-12 :   *
13-18 :   *******************
19-24 :   ****************************** [mean = 22.4 +/- 4.9]
25-30 :   ********************** [high = 30]

20150902

Physics presentation: free fall

This is only just a little disturbing, but I can't stop watching this. (Movie link: "experiment with apples.")

So let's try to analyze this and similar types of motion--free fall--using graphs and equations from our one-dimensional motion toolbox.

Our working definition of free fall is an object that is subject only to the force of gravity. Nothing in contact with it, nor any drag (although we often make the assumption that drag forces are negligible).

So let's take a look at how the kinematic equations turn out for free fall motion.

We'll consider the convention where up is the positive vertical direction. (If you're the type that likes to call down positive, you're just being contrary and weird.) Since an object in free fall is only experiencing the force of gravity, then it will experience the acceleration due to gravity (of magnitude 9.80 m/s2), which is directed downwards, and thus requires an obligatory negative sign.

Note that our vertical motion equations will then have a vertical acceleration ay = –9.80 m/s2. Again, that obligatory negative sign (also we'll assume that the starting position is y0 = 0 m at t0 = 0 s).

Also the quadratic formula will often be useful as well for free fall.

Let's take a look at every conceivable vertical velocity vy vs. t graph there could possibly be for any type of free fall situation.

But don't worry, there are only three possible graphs. Notice that they have all have the same negative slope--and since the slope of a velocity versus time graph is acceleration, these graphs all have the same acceleration ay = –9.80 m/s2. The only difference between these graphs is the initial vertical velocity v0y, whether positive (thrown upwards), zero (and thus released from rest), or negative (and thus thrown downwards).

So let's take a look at some situations, and decide which free fall graph best describes them (assuming we can neglect drag).

A boy steps off of a ledge (with no initial vertical velocity) and splashes into the water below.
The vy(t) graph has __________ initial velocity v0y.
(A) a negative.
(B) zero.
(C) a positive.
(D) (Unsure/guessing/lost/help!)

The vertical distance traveled is __________ the magnitude of the vertical displacement.
(A) less than.
(B) equal to.
(C) greater than.
(D) (Unsure/guessing/lost/help!)

A ball is thrown and released downwards from the top of a building, and hits the ground below.
The vy(t) graph has __________ initial velocity v0y.
(A) a negative.
(B) zero.
(C) a positive.
(D) (Unsure/guessing/lost/help!)

The vertical distance traveled is __________ the magnitude of the vertical displacement.
(A) less than.
(B) equal to.
(C) greater than.
(D) (Unsure/guessing/lost/help!)

A hat is thrown and released upwards into the air and lands on the grass below.
The vy(t) graph has __________ initial velocity v0y.
(A) a negative.
(B) zero.
(C) a positive.
(D) (Unsure/guessing/lost/help!)

The vertical distance traveled is __________ the magnitude of the vertical displacement.
(A) less than.
(B) equal to.
(C) greater than.
(D) (Unsure/guessing/lost/help!)