Physics 3310: What's Stopping You NOW??? [CSI: A Real Accident Scenario]
| honors_stop_dist_vs_speed_lab_0312_student.doc |
The Process
This activity will take approximately two 42-minute periods.
If your instructor has not handed you the lab packet please download and print out the [stopping_distance_vs_speed_lab.pdf] file from the link above or at the sub menu of the Process menu.
1. You (student) will be assigned to a investigative team of 3 to 4 per group and each group will be assigned a specific coefficient of static friction from 0.1 to 0.8.
2. Then students, as a group, must first fill in the guess column of the stopping distance in meters of the given speed at meters per second in the data table.
3. (Optional) Fill in the guess column of the stopping distance in feet of the given speed at miles per hour in the data table.
4. Correct equation for the stopping distance will be derived using the conservation of energy concept learned in class with help from the instructor.
5. Students must estimate what kind of value the static coefficient of friction would have on given tire conditions and road surfaces. They must fill in the given data table as a group.
6. Using the derived equation for the stopping distance each group must calculate the stopping distance for each given speeds and the given coefficient of static friction and fill in the data table for the actual stopping distance.
7. Students will make a scatter plot of Guessed vs. Actual on MS Excel or on the graph paper provided by your instructor.
8. Students must add a linear trend line for their scatter-plot and display the equation of their graph and the R squared value on their chart.
9. Students must make a scatter plot for the Actual Stopping Distance versus the Speed.
10. Students will discuss and demonstrate their understanding that increasing the speed by double the original speed will yield a stopping distance that is four times greater stopping distance than the original stopping distance.
11. Students must extrapolate (forecast forward) their graph 15 m/s on their trend line at the options menu.
12. Students will discuss and demonstrate their understanding that increasing the speed by three times the original speed will yield a stopping distance that is nine times greater stopping distance than the original stopping distance.
13. The instructor will collect all the results from every group and plot them all on a single graph.
14. Students will compare and discuss the differences of each stopping distances that are produced at a single speed at a different coefficient of static friction.
15. Students must complete the activity packet by answering all questions in complete sentences and/or by showing all the mathematical work.
16. Students will calculate and discuss the stopping distances of the police SUV traveling at 35 MPH with the coefficient of static friction of 0.5 and 0.6.
17. Students will calculate and discuss the stopping distances of the police SUV traveling at 25 MPH with the coefficient of static friction of 0.5 and 0.6.
18. Students will compare and discuss the stopping distances of the police SUV traveling at 25 MPH and 35 MPH with the coefficient of static friction of 0.5 and 0.6 and draw a conclusion if the accident could have been avoidable by driving at 25 MPH.
19. Each student will write a short comment about the outcome of the hearing and submit it with the completed lab packet for a proper assessment and evaluation.
If your instructor has not handed you the lab packet please download and print out the [stopping_distance_vs_speed_lab.pdf] file from the link above or at the sub menu of the Process menu.
1. You (student) will be assigned to a investigative team of 3 to 4 per group and each group will be assigned a specific coefficient of static friction from 0.1 to 0.8.
2. Then students, as a group, must first fill in the guess column of the stopping distance in meters of the given speed at meters per second in the data table.
3. (Optional) Fill in the guess column of the stopping distance in feet of the given speed at miles per hour in the data table.
4. Correct equation for the stopping distance will be derived using the conservation of energy concept learned in class with help from the instructor.
5. Students must estimate what kind of value the static coefficient of friction would have on given tire conditions and road surfaces. They must fill in the given data table as a group.
6. Using the derived equation for the stopping distance each group must calculate the stopping distance for each given speeds and the given coefficient of static friction and fill in the data table for the actual stopping distance.
7. Students will make a scatter plot of Guessed vs. Actual on MS Excel or on the graph paper provided by your instructor.
8. Students must add a linear trend line for their scatter-plot and display the equation of their graph and the R squared value on their chart.
9. Students must make a scatter plot for the Actual Stopping Distance versus the Speed.
10. Students will discuss and demonstrate their understanding that increasing the speed by double the original speed will yield a stopping distance that is four times greater stopping distance than the original stopping distance.
11. Students must extrapolate (forecast forward) their graph 15 m/s on their trend line at the options menu.
12. Students will discuss and demonstrate their understanding that increasing the speed by three times the original speed will yield a stopping distance that is nine times greater stopping distance than the original stopping distance.
13. The instructor will collect all the results from every group and plot them all on a single graph.
14. Students will compare and discuss the differences of each stopping distances that are produced at a single speed at a different coefficient of static friction.
15. Students must complete the activity packet by answering all questions in complete sentences and/or by showing all the mathematical work.
16. Students will calculate and discuss the stopping distances of the police SUV traveling at 35 MPH with the coefficient of static friction of 0.5 and 0.6.
17. Students will calculate and discuss the stopping distances of the police SUV traveling at 25 MPH with the coefficient of static friction of 0.5 and 0.6.
18. Students will compare and discuss the stopping distances of the police SUV traveling at 25 MPH and 35 MPH with the coefficient of static friction of 0.5 and 0.6 and draw a conclusion if the accident could have been avoidable by driving at 25 MPH.
19. Each student will write a short comment about the outcome of the hearing and submit it with the completed lab packet for a proper assessment and evaluation.