PHY111 - Lesson 1

6/30/2018 PHY111 - Lesson 1
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PHY111
Constant Velocity Motion
Lesson 1
Introduction: Connecting Your Learning

Welcome to PHY 111: General Physics I. In the coming weeks, you will explore motion, forces, energy, momentum,
rotation, oscillation, waves, and fluids. Each week's lesson will be divided into three or four sections. Each section
has required reading, one or more videos, practice worksheets with answer keys, and suggested practice problems
from your textbook. Be sure to plan for ample study time; the best way to learn physics is to practice physics.
Lesson 1 begins with a discussion of scientific measurement and error analysis. Lesson 1 also introduces constant
velocity motion, which you will explore conceptually, algebraically, and graphically.
Readings, Resources, and Assignments
Required Textbook
1.2,  1.3,  2.1,  2.2,  2.3 
Readings
Khan Academy: Introduction to Physics
Multimedia
Khan Academy: Scalar vs. Vector Measurements
Resources
Khan Academy: Position vs. Time Graphs
Video clip – Despicable Me
Syllabus Acknowledgment
Required
Welcome Letter Response
Assignments
Lesson 1 Quiz 1
Check Prior Knowledge
1. Which variable is generally placed on the horizontal axis when creating a graph?
https://www.riolearn.org/content/phy/phy111/PHY111_INTER_0000_v4/lessons/lesson01.shtml?encrypted-sectionid=SzdmaUZ3Ym5Ea1hiRkgwa05… 1/21
6/30/2018 PHY111 - Lesson 1
a) The independent variable

b) The dependent variable
c) A constant variable
d) No variables
2. Which type of error analysis is most appropriate when comparing two measured values?
a) Percent error
b) Percent difference
c) Root-mean-squared error
d) Standard deviation
3. A vector measurement must have which of the following?
a) Direction
b) Magnitude
c) Both of the above
d) Neither of the above
4. Which of the following best describes speed?
a) Speed includes magnitude but not direction.

b) Speed includes direction but not magnitude.
c) Speed includes direction and magnitude.
d) Speed does not include direction or magnitude.
5. Which of the following generic equation best describes a linear graph?
a) y = mx
b) y = mx 2
c) y 2 = mx
d) y = m/x
Optional introductory video:
Focusing Your Learning

6/30/2018 PHY111 - Lesson 1
At the end of this lesson, you should be able to do the following:
1. Convert a measured value to a different set of units

2. Calculate percent difference and percent error and use these values to discuss the precision and
accuracy of a set of measurements
3. Compare and contrast distance and displacement
4. Use a position-time graph to determine the distance and displacement of a moving object
5. Use a position-time graph to determine the speed and velocity of a moving object
6. Use algebraic methods to solve for speed, velocity, distance, displacement, and time
Approaching the Objectives
This lesson has the following four sections:
Section 1: Measurement
Section 2: Position, distance, and displacement
Section 3: Speed vs. velocity graphical models
Section 4: Speed vs. velocity algebraic models
Section 1: Measurement
Required reading 1.2, 1.3
Units and unit conversions
A quantity is an amount of something. Some quantities can be directly measured, such as length, time, or
temperature. Some physical quantities are difficult to measure directly but can be calculated, such as density,
energy, or momentum.
In order to easily communicate these physical quantities, scientists use an agreed upon system of measurement
units.
For example, if you wanted to compare the length of your pencil to the length of a coworker's pencil but your
coworker is in another state, you could both agree to determine how many paperclips long each of your pencils are
and then compare the values. This solution works as long as you have both previously agreed on a uniform
paperclip. In this case the unit of measurement is number of paperclips.
The system of previously agreed upon measurements used by scientists is called the SI system (System
International). This system uses four fundamental units from which all other units are derived. You will only
concern yourself with three of these units: meters (to measure length), kilograms (to measure mass), and seconds
(to measure time).
Of course, other systems of measurement that are used to measure these same physical quantities also exist. For
example, length can be measured in centimeters, kilometers, inches, miles, furlongs, etc.
It is sometimes necessary to convert between these various measurement systems. In order to convert between
different sets of units, you need a conversion factor or a ratio that tells us how many of one unit is necessary to
make up one of some other unit.
A conversion factor with which you may already be familiar is the ratio between feet and inches.
1 foot = 12 inches
6/30/2018 PHY111 - Lesson 1
If you have an object that is 3 feet, you can use this ratio to determine the length of the object in units of inches.
To convert this value, do the following:
Start by writing down the measured value.

Write the conversion factor in fraction form. The unit to be canceled out should be in the denominator.
Perform the math—multiply numerators, divide denominators.
(3 feet)(12 inches / 1 foot) = 36 inches
Notice that the units of feet divide out leaving units of inches.
Example:
How many miles are in 5 kilometers? (1 mile = 1.6 km)
Answer:
(5 km)(1 mile / 1.6 km) = 3.1 mi
The SI system uses unit prefixes to indicate large or small values. For example, the prefix kilo- means 1000, so a
kilometer is 1000 meters. The prefix centi- means 0.01, so a centimeter is 0.01 meters. Alternatively, you could also
say 100 cm are in 1 m.
Your textbook has a table of commonly used SI unit prefixes. You should familiarize yourself with the name,
symbols, and unit multiplier for each prefix.
You can use these prefixes as conversion factors when converting units.
Example:
How many meters are in 3.4 megameters?
Answer:
10 6 m = 1 Mm
(3.4 Mm)(10 6 m / 1 Mm) = 3.4x10 6 m
Some unit conversions require multiple conversion steps. In order to do this, you can chain together several
conversion factors. In each case remember that the unit to be canceled should be placed in the denominator of
the conversion factor ratio.
Example:
How many feet are in 25.7 cm? (1 ft = 12 inches, 1 inch = 2.54 cm)
Answer:
(25.7 cm)(1 in / 2.54 cm)(1 ft / 12 in) = 0.84 ft
6/30/2018 PHY111 - Lesson 1
Example:
How many meters are in 7.4 furlongs? (1 mi = 8 furlongs, 1 mi = 1.6 km)
Answer:
(7.4 furlongs)(1 mi / 8 furlong)(1.6 km / 1 mi)(1000 m / 1 km) = 1480 m
Certainty in measurement
Introductory math classes often teach students that any unwritten number can be assumed to be zero. For
example, the number 3.5 is assumed to be 3.50000... However, in the world of measurements, you cannot make
this assumption. If you see a measurement written as 3.5 cm, you cannot assume the other values are zeros. When
you make measurements, you always record all the precisely measured numbers and one estimated number. In
the case of 3.5 cm, this means that you measured the 3 and estimated the 5. You cannot record any other values
because the measuring device is not good enough to measure the values. The unwritten numbers are not zeroes;
the unwritten numbers are unknown values.
When you use measured values to calculate other values, it's important to remember that the calculated value
cannot be reported with any more certainty than was inherent in the original measured values. For example, if you
measure a mass of 10.6 grams and a volume of 0.345 L, you could calculate the density (density is the ratio of
mass per volume).
Density = mass / volume

Density = (10.6 g) / (0.345 L)
According to a calculator this value is the following:
Density = 30.43478261 g/L
However, since the mass was only measured to one decimal place and the volume was measured to three decimal
places, it is unreasonable to expect that the answer is correct to eight decimal places.
The book explains how to determine the correct number of significant figures to include in the final answer of any
calculation. With that said, in most introductory physics and engineering classes, it is traditional to round the final
answers of any calculations to three or four significant figures. This is because you often make several
assumptions and simplifications at this level, which means that the answers (regardless of precision of
measurement) are often close approximations of more complex systems.
For this course the number of significant figures used in an answer should be reasonably consistent with the
measurements used to obtain the answer. In other words, don't write down all the numbers reported on your
calculator when performing a calculation. Consider the reasonableness of your answer in the context of the
problem.
Example:
A student uses a balance to determine the mass of a rectangular box as 512 grams. The
student uses a ruler to measure the dimensions of the box at 1.2 x 3.4 x 5.7 inches. What is
the density of the box in units of g/cm 3 ? (1 inch = 2.54 cm)
Answer:
Determine the volume

Volume = length x width x height
6/30/2018 PHY111 - Lesson 1
V = (1.2 in)(3.4 in)(5.7 in)

V = 23.256 in 3
Convert the volume to cm 3 – since the original unit conversion is for length, you'll need to
cube the entire conversion factor to turn it into a conversion for volume.
(1 in) 3 = (2.54 cm) 3

V = (23.256 in 3 )(2.54 3 cm 3 / 1 in 3 ) = 381.098 cm 3
Determine the density
Density = mass / volume

Density = (512 g / 381.098 cm 3 )
Density = 1.343486452 g/cm 3
Consider the reasonableness of the final answer. Using the rules for significant figures laid
out in the textbook, you should only include two significant figures in the final answer. This
matches the fewest number of measured significant figures in the original values. With that
said, you will not be penalized for significant figures as long as your answer is reasonable.
(Do NOT copy all the numbers off your calculator. In most cases, two to four significant
figures are reasonable.)
Density = 1.3 g/cm 3
Precision and accuracy
Scientists use many methods to evaluate their laboratory measurements. Two of these are accuracy and precision.
A measurement is precise when multiple measurements of the same physical quantity all return the same result.
For example, imagine using a ruler to measure a piece of rope. Suppose you decide to perform the measurement
three times just to make sure that you've got the correct length. If all three measurements return the same or very
similar values, then the measurements are precise. If the three measurements are significantly different, the
measurements were not precise.
A measurement is accurate when a measurement is close to the true value.
It is possible for a measuring device to be precise but not accurate. For example, if the previous rope
measurements had all returned similar values they would be precise. If those values were not close to the true
length of the rope, then they would not be accurate.
Precision in measurement is a function of careful and consistent lab technique. It is important to perform lab tests
multiple times to make sure that the measuring process is consistent. Consistent results reflect high precision.
Precision is also a function of the quality of the measuring tool. Multiple measurements are more likely to be close
in value if the measuring tool allows for several decimal places of measurement as less estimation is necessary.
In order to quantitatively test for precision, it is common to perform a percent difference calculation, which
indicates how different two measured values are from each other. When considering more than two
measurements, choose the largest and smallest measurements.
Percent difference = |measurement 1 – measurement 2| / (average of measurements 1 and value 2) x 100
Accuracy in measurements is a function of both lab technique and the quality of the measuring tool. If a scientist
consistently uses a measuring device incorrectly, it is possible to have precise measurements that are not accurate.
If a scientist consistently uses a measuring device correctly, but the measuring device is of low quality, it is possible
to have precise measurements that are not accurate.
6/30/2018 PHY111 - Lesson 1
In order to quantitatively determine accuracy, it is common to perform a percent error calculation. This calculation
is only possible if the true value is known.
Percent error = |experimental value – true value| / (true value) x 100
Example:
A student measures the length of a rope with a ruler three times and obtains the following
results: 10.3 cm, 10.1 cm, and 10.4 cm. The true value of the rope is 9.5 cm. Discuss both
the accuracy and the precision. Use quantitative evidence to support your claims.
Answer:
Precision:
Percent difference = (value 1 – value 2) / (average of value 1 and value 2) x 100

Percent difference = (10.4 – 10.1) / ([10.4 + 10.1] / 2) x 100
Percent difference = 2.9%
This is a relatively low percent difference. The measurements are fairly consistent which
indicates reasonably high precision.
Accuracy:
You'll use the average of the three measurements for the experimental value.
(10.3 + 10.1 + 10.4) / 3 = 10.3 cm

Percent error = |experimental value – true value| / (true value) x 100
Percent error = (10.3 – 9.5) / (9.5) x 100
Percent error = 8.4%
This is a relatively large error for a ruler. Either the student is consistently using the ruler
incorrectly or the ruler is of low quality.
Practice worksheet 1.1 

Answer key 1.1 
The following are suggested problems, found at the end of Chapter 1 of the book:
Problems and Exercises: 4, 6, 7, 17
Section 2: Position, distance, and displacement
Required reading: 2.1, 2.2
Position is the location of an object at any given point in time. Position is always relative to some predetermined
zero point.
Distance is an object's total amount of travel during a particular motion. Distance is independent of direction. For
example, if you travel 10 meters forward and then 4 meters backward, you will have traveled a total distance of 14
meters—it doesn't matter that some of that motion was forward and some of that was backwards.
Displacement is the difference between the final position and the initial position of an object after travel has
occurred. The direction of the travel will absolutely affect this measurement. For example, if you travel 10 meters
forward and then 4 meters backward, your displacement is 6 meters forward from your starting point.
6/30/2018 PHY111 - Lesson 1
Position, distance, and displacement can be measured with any units of length - miles, kilometers, meters, inches,
centimeters, etc. However, the standard unit is the meter.
Distance and displacement are also good examples of vector and scalar measurements.
A scalar measurement is any type of measurement in which direction is not considered. Other examples of scalar
measurements include mass, volume, and speed. Speed is a measurement of how fast an object travels—the
distance that an object travels in a given amount of time.
A vector measurement is any type of measurement that has both a magnitude (a number value) and a direction. As
you've seen here, displacement is an example of a vector measurement.
Video clip – Despicable Me
The direction component of a vector measurement can be given in traditional cardinal coordinates such as north,
south, east, and west.
Example:
A student walks 4.5 meters to the east and 3.0 meters to the west. What is the distance
traveled? What is the student's displacement?
Answer:
Distance = (4.5 m) + (3.0 m) = 7.5 m

Displacement = (4.5 m) – (3.0 m) = 1.5 m to the east
Positive and negative signs can also be used to indicate direction.
Example:
A student walks 4.5 meters to the east and 6.0 meters to the west. What is the distance
traveled? What is the displacement?
Answer:
6/30/2018 PHY111 - Lesson 1
Distance = (4.5 m) + (6.0 m) = 10.5 m

Displacement = (4.5 m) – (6.0 m) = -1.5 m or 1.5 m to the west
Most often, angles are used to indicate direction.
Example:
A student walks 10 meters east, 8 meters north, and then 12 meters to the west. What is
the distance traveled? What is the displacement?
Answer:
Distance = (10 m) + (8 m) + (12 m) = 30 m
Displacement
Sketch a diagram of the motion – the dashed line shows the displacement. You can break
this into north and west components and then use the Pythagorean theorem to solve for
the displacement.
a2 + b2 = c2
(8 m) 2 + (2 m) 2 = c 2
Displacement = 8.2 m
Use tangent to solve for the direction
Tan θ = (2 m) / (8 m)
θ = 14 degrees
You can report the final direction as 14° west of north or a more traditional 104° (relative to
the positive x axis)
The displacement is then 8.2 m at 104°
A variety of symbols are commonly used to mathematically represent position, distance, and displacement.
Distance is generally represented as either d or s. Position is generally represented as a coordinate point or x, y, or
z. Displacement (change in position) is generally represented as Δx or Δy or Δz where Δ is the Greek letter delta ,
meaning change.

Answer key 1.2 
6/30/2018 PHY111 - Lesson 1
Conceptual Questions: 1, 2, 3
Problems and Exercises: 1, 2, 3, 4
Review Videos:
Khan Academy – Scalar vs. Vector Measurements
Section 3: Speed vs. velocity graphical models
Required reading: 2.3
Imagine a person jogging along a road. Each second the person travels 2.0 meters. You can create a data table
showing the person's position at any moment in time.
time (s) position (m)
0 0
1 2
2 4
3 6
4 8
5 10
If you graph this data with time on the horizontal axis and position on the vertical, you will get the following:
6/30/2018 PHY111 - Lesson 1
The positions steadily increase, which shows that the jogger is moving forward. The slope of the graph (change in
position divided by change in time, aka "rise over run") is 2.0 m/s. This slope is the rate of change of position, more
frequently referred to as speed. Speed is a scalar measurement; only the value of the slope is considered.
If you include the direction of the motion with the speed, then you have a vector measurement called velocity.
In other words, speed is a scalar measurement that describes how fast an object moves. Velocity is a vector
measurement that describes how fast an object moves AND the direction of its motion.
In this case the speed of motion is 2.0 m/s. The velocity of the motion is 2.0 m/s forwards. Since the slope of the
graph is constant, the speed and the velocity are also constant.
Try examining a slightly more complicated motion. In this case a jogger starts 21.0 meters to the right of their
house. For this example, consider the house zero position. The jogger now moves towards the house 3.0 meters
every second.
The data table that shows the position of the jogger now looks like the following:
time (s) position (m)
0 21
1 18
6/30/2018 PHY111 - Lesson 1
2 15
3 12
4 9
5 6
6 3
7 0
8 -3
And the matching graph:
Notice that the vertical axis intercept shows the starting position of the jogger. The slope of the graph is -3 m/s.
This indicates that the jogger is moving to the left towards the house 3 meters each second.
The speed of the jogger is 3.0 m/s. The velocity of the jogger can be reported as either -3.0 m/s or 3.0 m/s to the
left.
Also, notice that at t = 7.0 s, the jogger is at position zero. This was the predefined zero location; the jogger is now
at the house. At time t = 8.0 s, the jogger's position is -3.0 m. This indicates that the jogger ended her motion 3
meters to the left of the house.
6/30/2018 PHY111 - Lesson 1
In a position vs. time graph, the vertical axis intercept is equal to the starting position. The slope is equal to the
velocity. If the slope is positive, the motion is forwards (right). Conversely, if the slope is negative, the motion is
backwards (left). These statements are true regardless of the location of the zero position.
Example:
A graph of position vs. time for a moving object is shown below. What are the object's a)
starting position, b) speed, and c) velocity?
Answer:
a. The starting position is equal to the vertical axis intercept (position at time zero),
which is 5.0 m.
b. The speed is equal to the slope. Pick two data points on the graph and find the
change in position divided by the change in time (i.e., rise/run). The slope is (5 m) / (2
s) or 2.5 m/s. The speed is therefore 2.5 m/s.
c. The velocity is the speed and the direction. Since the slope is positive, the object is
moving forwards. The velocity is thus 2.5 m/s forwards.
Example:
Examine the position vs. time graph below. Describe the motion of the object. Solve for the
distance and displacement. Solve for the velocity of the object at t = 1.0 seconds, t = 3.0
seconds, and t = 5.0 seconds.
6/30/2018 PHY111 - Lesson 1
Answer:
The object moves backwards 20 m at a constant speed for 2 seconds. The object is
motionless for 2 seconds. The object then moves forwards 15 m at a slower constant speed
for 3 seconds. The total distance traveled is (20 m) + (15 m) = 35 m. The displacement of the
object is (-20 m) + (15 m) = -5 m or 5 m behind the starting position.
To find the instantaneous velocity at t = 1 second, solve for the slope of the line during that
time. Slope is rise/run or change in position/change in time. Pick two points. Try using (2,
10) and (0, 30). The slope is the following:
v = (10 m – 30 m) / (2 s – 0 s)
v = -10 m/s
At t = 3.0 seconds, the slope is zero, which means the velocity is zero.
At t = 5 s, the slope is:

v = (25 m – 10 m) / (7 s – 4 s)
v = +5 m/s
You can also use position vs. time graphs to compare the motion of two objects.
Example
Examine the following qualitative position vs. time graph for objects A and B.
a) Which object started further ahead? b) Which object is moving faster? c) What is the
significance of the intersection of the two lines? d) Which object traveled a greater distance?
6/30/2018 PHY111 - Lesson 1
Answer:
a. Object A has a larger vertical axis intercept—object A started further ahead. Note that
object B has a negative axis intercept indicating that it started behind the
predetermined zero position.
b. Object B has a larger slope—object B is traveling faster. Note that both objects have a
positive slope indicating that both objects are moving in forwards.
c. The intersection shows where objects A and B are at the same place at the same time
or where object B catches up to and passes object A.
d. Even though object B traveled for less time, object B still traveled a greater distance—
the difference between the starting and ending positions for B is larger than the
difference between the starting and ending positions for A. (See the diagram below.)
Example:
Examine the following qualitative position vs. time graph for objects A and B.
a) Which object started further ahead? b) Which object is moving faster? c) What is the
significance of the intersection of the two lines? d) Which object traveled a greater distance?
6/30/2018 PHY111 - Lesson 1
Answer:
a. Object A has a larger vertical axis intercept—object A started further ahead. Object B
started at position zero.
b. Object A has a larger slope—object A is traveling faster. Note that object B has a
positive slope indicating that B is traveling forwards, while object A has a negative
slope indicating that A is traveling in the opposite direction.
c. The intersection shows where objects A and B are at the same place at the same time.
Objects A and B are passing each other.
d. The difference between the starting and ending positions for object A is larger than
the difference between the starting and ending positions for object B. Object A
traveled a greater distance. (See the diagram below.) Note that both objects traveled
for approximately the same amount of time.
Sometimes it is also useful to examine graphs of velocity vs. time. Imagine a car traveling at a constant 20 m/s (~45
mph). Since this is a constant velocity, a graph of velocity vs. time would look like the following:
6/30/2018 PHY111 - Lesson 1
What makes this graph useful is that the area between the line and the horizontal axis can be used to solve for
both the distance and the displacement of the car. If you do not consider any negative areas (backward motion),
the total area is equal to the distance. If you factor in negative areas (backward motion), then the total area is
equal to the displacement. In this particular example, the area under the line forms a rectangle. The area of a
rectangle is the following:
Area = base x height

Displacement = (time) x (velocity)
Δx = (5 s)(20 m/s)
Δx = 100 m
Example:
The velocity graph below shows a ball moving along the ground at a constant speed. The
ball hits a wall and bounces backward at the same constant speed. Solve for the distance
and displacement of the ball.
6/30/2018 PHY111 - Lesson 1
Answer:
Distance = sum of absolute value of all areas

d = (20 m/s)(2 s) + (20 m/s)(3 s)
d = (40 m) + (60 m) = 100 m
The ball travels a total distance of 100 m.
Displacement = sum of all areas

Δx = (20 m/s)(2 s) + (-20 m/s)(3 s)
Δx = (40 m) + (-60 m) = -20 m
The ball's motion ends 20 m behind its initial position.

Answer key 1.3 
The following are suggested problems from the book:
None
Review videos:
Khan Academy: Position vs. Time Graphs
6/30/2018 PHY111 - Lesson 1
Section 4: Speed vs. velocity algebraic models
Required reading: None
You have defined velocity as the rate of change of position. You have also defined velocity as the slope of a
position vs. time graph. Mathematically,
Velocity = slope = rise / run

Velocity = (final position – initial position) / (final time – initial time)
v = (x – x o ) / t
x = vt + xo
Example:
A student starts at a position of 10 m and walks backward at a constant rate to a final

position of 2 m. This takes 1.5 seconds. What is the speed of the student? What is the
velocity of the student?
Answer:
x = vt + x o
(2m) = v(1.5 s) + (10 m)
v = -5.3 m/s
Speed has the same magnitude as velocity but the direction is ignored.
Speed = 5.3 m/s
Example:
A car moves forwards at a speed of 20 m/s for 5 seconds. What is the distance the car has
traveled? What is its displacement?
6/30/2018 PHY111 - Lesson 1
Answer:
x = vt + x o
x – x o = (20 m/s)(5 s)
Δx = 100 m forwards
The distance is also 100 m since the car never changed direction.
While the SI unit for speed and velocity is m/s, Europe commonly uses km/hr (kilometers per hour), and the United
States uses mph (miles per hour). It is sometimes necessary to convert these units. You use the same general
process that you did earlier in the lesson. The only difference is that you now need to convert two units instead of
one.
Example:
Convert 90 km/hr to m/s.
Answer:
(90 km/hr)(1000 m / 1 km)(1 hr / 3600 s) = 25 m/s
Example:
Convert 20 m/s to mph. (1.6 km = 1 mi)
Answer:
(20 m/s)(1 km / 1000 m)(1 mi / 1.6 km)(3600 s / 1 hr) = 45 mph

Answer key 1.4 
Conceptual Questions: 10, 12

Problems and Exercises: 7, 9, 10
Assessing Your Learning

Make sure you have completed all practice activities within the lesson and reviewed the concepts presented within
each section of the lesson.
Read the Welcome Letter (found in Announcements area on the bottom of the Course home page). Submit your
responses to the Welcome Letter Questions.
6/30/2018 PHY111 - Lesson 1
SUBMIT: Syllabus Acknowledgment
Then, complete Lesson 1 Quiz 1.
Summarizing Your Learning

When examining a set of measured values, it is important to consider both the precision and accuracy of the
measuring tool. Precision of a measurement means that repeated measurements return very similar results.
Precision can be examined with a percent difference calculation. Accuracy in measurement means that the
measured results are either equal to or very close to the true value and can be examined with a percent error
calculation.
Measurements can be classified as either vector or scalar measurements. Scalar measurements have only
magnitude (number value), while vector measurements have a magnitude and a direction.
Speed and distance are examples of scalar measurements. Velocity and displacement are examples of vector
measurements. Speed measures how fast an object is, while velocity measures the speed and the direction of the
object. Distance measures the total path length traveled while displacement is the net path length traveled (i.e.,
the difference between the ending and starting positions) and the direction of that path.
Velocity can be determined algebraically using the equation: velocity = displacement/time. Velocity can also be
determined graphically by solving for the slope of a position vs. time graph.
Copyright © 2018 Rio Salado College. All Rights Reserved.

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6/30/2018 PHY111 - Lesson 1

Constant Velocity Motion

Introduction: Connecting Your Learning

Readings, Resources, and Assignments

Khan Academy: Introduction to Physics

Video clip – Despicable Me

Check Prior Knowledge

a) The independent variable

3. A vector measurement must have which of the following?

4. Which of the following best describes speed?

a) Speed includes magnitude but not direction.

5. Which of the following generic equation best describes a linear graph?

Optional introductory video:

Focusing Your Learning

At the end of this lesson, you should be able to do the following:

1. Convert a measured value to a different set of units

Approaching the Objectives

This lesson has the following four sections:

Section 2: Position, distance, and displacement

Section 3: Speed vs. velocity graphical models

Section 4: Speed vs. velocity algebraic models

Required reading 1.2, 1.3

Units and unit conversions

Start by writing down the measured value.

(3 feet)(12 inches / 1 foot) = 36 inches

How many miles are in 5 kilometers? (1 mile = 1.6 km)

(5 km)(1 mile / 1.6 km) = 3.1 mi

How many meters are in 3.4 megameters?

(3.4 Mm)(10 6 m / 1 Mm) = 3.4x10 6 m

(25.7 cm)(1 in / 2.54 cm)(1 ft / 12 in) = 0.84 ft

How many meters are in 7.4 furlongs? (1 mi = 8 furlongs, 1 mi = 1.6 km)

(7.4 furlongs)(1 mi / 8 furlong)(1.6 km / 1 mi)(1000 m / 1 km) = 1480 m

Density = mass / volume

According to a calculator this value is the following:

Density = 30.43478261 g/L

Determine the volume

V = (1.2 in)(3.4 in)(5.7 in)

(1 in) 3 = (2.54 cm) 3

Determine the density

Density = mass / volume

Density = 1.3 g/cm 3

Precision and accuracy

A measurement is accurate when a measurement is close to the true value.

Percent difference = |measurement 1 – measurement 2| / (average of measurements 1 and value 2) x 100

Percent error = |experimental value – true value| / (true value) x 100

Percent difference = (value 1 – value 2) / (average of value 1 and value 2) x 100

(10.3 + 10.1 + 10.4) / 3 = 10.3 cm

Practice worksheet 1.1 

Problems and Exercises: 4, 6, 7, 17

Section 2: Position, distance, and displacement

Required reading: 2.1, 2.2

Video clip – Despicable Me

Distance = (4.5 m) + (3.0 m) = 7.5 m

Positive and negative signs can also be used to indicate direction.

Distance = (4.5 m) + (6.0 m) = 10.5 m

Most often, angles are used to indicate direction.

Distance = (10 m) + (8 m) + (12 m) = 30 m

Use tangent to solve for the direction

The displacement is then 8.2 m at 104°

Practice worksheet 1.2 

Khan Academy – Scalar vs. Vector Measurements

Section 3: Speed vs. velocity graphical models

Required reading: 2.3

time (s) position (m)