01 - Lecture - Outline CONCEPTS OF MOTION

PHYSICS
FOR SCIENTISTS AND ENGINEERS A STRATEGIC APPROACH 4/E
Chapter 1 Lecture
RANDALL D. KNIGHT
© 2017 Pearson Education, Inc.
Chapter 1 Concepts of Motion
IN THIS CHAPTER, you will learn the fundamental

concepts of motion.
Slide 1-2
Chapter 1 Preview
Slide 1-3
Chapter 1 Preview
Slide 1-4
Chapter 1 Preview
Slide 1-5
Chapter 1 Preview
Slide 1-6
Chapter 1 Reading Questions
Slide 1-7
Reading Question 1.1
What is a “particle?”
A. Any part of an atom.

B. An object that can be represented as a mass
at a single point in space.
C. A part of a whole.
D. An object that can be represented as a single
point in time.
E. An object that has no top or bottom, no front or
back.
Slide 1-8
What is a “particle?”
A. Any part of an atom.

B. An object that can be represented as a mass
at a single point in space.
C. A part of a whole.
D. An object that can be represented as a single
point in time.
E. An object that has no top or bottom, no front or
back.
Slide 1-9
What quantities are shown on a complete motion

diagram?
A. The position of the object in each frame

of the film, shown as a dot.
B. The average velocity vectors (found by
connecting each dot in the motion diagram
to the next with a vector arrow).
C. The average acceleration vectors (with one
acceleration vector linking each two velocity
vectors).
D. All of the above.
Slide 1-10
What quantities are shown on a complete motion

diagram?
A. The position of the object in each frame

of the film, shown as a dot.
B. The average velocity vectors (found by
connecting each dot in the motion diagram
to the next with a vector arrow).
C. The average acceleration vectors (with one
acceleration vector linking each two velocity
vectors).
D. All of the above.
Slide 1-11
In physics, what is the difference between “speed”

and “velocity”?
A. Velocity is represented by an exact number,

while speed is only an approximate number.
B. Speed can be positive or negative, while velocity
is always positive.
C. Speed is a scalar, which is the magnitude of
the velocity, which is a vector.
D. Velocity is a scalar and speed is a vector.
E. Speed and velocity mean the same thing.
Slide 1-12
In physics, what is the difference between “speed”

and “velocity”?
A. Velocity is represented by an exact number,

while speed is only an approximate number.
B. Speed can be positive or negative, while velocity
is always positive.
C. Speed is a scalar, which is the magnitude of
the velocity, which is a vector.
D. Velocity is a scalar and speed is a vector.
E. Speed and velocity mean the same thing.
Slide 1-13
An acceleration vector
A. Tells you how fast an object is going.

B. Is constructed from two velocity vectors.
C. Is the second derivative of the position.
D. Is parallel or opposite to the velocity vector.
E. Acceleration vectors weren’t discussed in
this chapter.
Slide 1-14
An acceleration vector
A. Tells you how fast an object is going.

B. Is constructed from two velocity vectors.
C. Is the second derivative of the position.
D. Is parallel or opposite to the velocity vector.
E. Acceleration vectors weren’t discussed in
this chapter.
Slide 1-15
The pictorial representation of a physics problem

consists of
A. A sketch.
B. A coordinate system.
C. Symbols.
D. A table of values.
E. All of the above.
Slide 1-16
The pictorial representation of a physics problem

consists of
A. A sketch.
B. A coordinate system.
C. Symbols.
D. A table of values.
E. All of the above.
Slide 1-17
The basic SI units are
A. Second, meter, gram.

B. Second, meter, kilogram.
C. Second, centimeter, gram.
D. Meter, meter/second, meter/second2.
E. Yard, span, cubit.
Slide 1-18
The basic SI units are
A. Second, meter, gram.

B. Second, meter, kilogram.
C. Second, centimeter, gram.
D. Meter, meter/second, meter/second2.
E. Yard, span, cubit.
Slide 1-19
Chapter 1 Content, Examples, and
QuickCheck Questions
Slide 1-20
Four Basic Types of Motion
Slide 1-21
Making a Motion Diagram
 An easy way to study
motion is to make a video
of a moving object.
 A video camera takes
images at a fixed rate,
typically 30 every second.
 Each separate image is
called a frame.
 Shown are four frames from
a video of a car going past.
 The car is in a somewhat
different position in each
frame.
Slide 1-22
Making a Motion Diagram
 Suppose we edit the video by layering the frames on

top of each other, creating the composite image
shown below.
 This edited image, showing an object’s position at
several equally spaced instants of time, is called a
motion diagram.
Slide 1-23
Examples of Motion Diagrams
 Images that are equally spaced indicate an object
moving with constant speed.
 An increasing distance between the images shows

that the object is speeding up.
Slide 1-24
Examples of Motion Diagrams
 A decreasing distance between the images shows

that the object is slowing down.
Slide 1-25
QuickCheck 1.1
Car A Car B
Motion diagrams are made of two cars. Both have the

same time interval between photos. Which car, A or B,
is going slower?
Slide 1-26
QuickCheck 1.1
Car A Car B
Motion diagrams are made of two cars. Both have the

same time interval between photos. Which car, A or B,
is going slower?
Slide 1-27
The Particle Model
 For many types of motion, we can treat the object as if all

its mass were concentrated into this single point.
 An object that can be represented as a mass at a single
point in space is called a particle.
 If we model an object as a particle, we can represent the
object in each frame of a motion diagram as a simple dot
rather than having to draw a full picture.
 Below is such a motion diagram of a car stopping.
Slide 1-28
The Particle Model
Motion Diagram in which the object is

represented as a particle
Motion diagram of a rocket launch

Slide 1-29
QuickCheck 1.2
Three motion diagrams are shown. Which is a dust

particle settling to the floor at constant speed, which
is a ball dropped from the roof of a building, and
which is a descending rocket slowing to make a soft
landing on Mars?
A. (a) is dust, (b) is ball, (c) is rocket.

B. (a) is ball, (b) is dust, (c) is rocket.
C. (a) is rocket, (b) is dust, (c) is ball.
D. (a) is rocket, (b) is ball, (c) is dust.
E. (a) is ball, (b) is rocket, (c) is dust.
Slide 1-30
QuickCheck 1.2
Three motion diagrams are shown. Which is a dust

particle settling to the floor at constant speed, which
is a ball dropped from the roof of a building, and
which is a descending rocket slowing to make a soft
landing on Mars?
A. (a) is dust, (b) is ball, (c) is rocket.

B. (a) is ball, (b) is dust, (c) is rocket.
C. (a) is rocket, (b) is dust, (c) is ball.
D. (a) is rocket, (b) is ball, (c) is dust.
E. (a) is ball, (b) is rocket, (c) is dust.
Slide 1-31
Position and Time
 To use a motion diagram, you
would like to know where the
object is and when the object
was at that position.
 Position measurements can be
made by laying a coordinate-
system grid over a motion
diagram.
 To illustrate, the figure shows a
sled sliding down a snow-
covered hill.
 (b) shows a motion diagram for
the sled, over which we’ve
drawn an xy-coordinate system.
Slide 1-32
Displacement
 We said that motion is the change in an object’s position with
time, but how do we show a change of position?
 Shown is the motion diagram of a sled sliding down a snow-
covered hill.
 To show how the sled’s
position changes between
t3 = 3 s and t4 = 4 s, we draw
a vector arrow between the
two dots of the motion
diagram.
 This vector is the sled’s
displacement, which is
given the symbol Δr.
Slide 1-33
Tactics: Vector Addition
Slide 1-34
QuickCheck 1.3
Given vectors and , what is ?
Slide 1-35
QuickCheck 1.3
Slide 1-36
Tactics: Vector Subtraction
Slide 1-37
QuickCheck 1.4
Slide 1-38
QuickCheck 1.4
Slide 1-39
Time Interval
 It’s useful to consider a change

in time.
 An object may move from an
initial position at time ti to a
final position at time tf.
 The time interval is Δt = tf − ti.
A stopwatch is used to measure a time
interval.
 Different observers may choose different coordinate

systems and different clocks, however, all
observers find the same values for the
displacement Δ and the time interval Δt.
Slide 1-40
Average Speed, Average Velocity
 To quantify an object’s fastness or

slowness, we define a ratio:
 Average speed does not include

information about direction of
motion.
 The average velocity of an object
during a time interval Δt, in which
the object undergoes a
displacement Δ, is the vector:
The victory goes to the runner with

the highest average speed.
Slide 1-41
Motion Diagrams with Velocity Vectors
 The velocity vector is in the same direction as the
displacement Δ
 The length of is directly proportional to the length of Δ .
 Consequently, we may label the vectors connecting the
dots on a motion diagram as velocity vectors .
 Below is a motion diagram for a tortoise racing a hare.
Slide 1-42
EXAMPLE 1.2 Accelerating Up a Hill
Slide 1-43
Linear Acceleration
 Sometimes an object’s velocity is constant as it moves.

 More often, an object’s velocity changes as it moves.
 Acceleration describes a change in velocity.
 Consider an object whose velocity changes from to
during the time interval ∆t.
 The quantity is the change in velocity.
 The rate of change of velocity is called the average
acceleration:
The Audi TT accelerates from 0 to 60 mph

in 6 s. Slide 1-44
Tactics: Finding the Acceleration Vector
Slide 1-45
Tactics: Finding the Acceleration Vector
 Notice that the acceleration vector goes beside the

dots, not beside the velocity vectors.
 That is because each acceleration vector is the
difference between two velocity vectors on either side
of a dot.
Slide 1-46
QuickCheck 1.5
A particle has velocity as it accelerates from 1 to 2.

What is its velocity vector as it moves away from
point 2 on its way to point 3?
Slide 1-47
QuickCheck 1.5
A particle has velocity as it accelerates from 1 to 2.

What is its velocity vector as it moves away from
point 2 on its way to point 3?
Slide 1-48
The Complete Motion Diagram
Slide 1-49
Example 1.5 Skiing Through the Woods
Slide 1-50
Example 1.5 Skiing Through the Woods
Slide 1-51
Speeding Up or Slowing Down?
 When an object is speeding up, the acceleration and

velocity vectors point in the same direction.
 When an object is slowing down, the acceleration
and velocity vectors point in opposite directions.
 An object’s velocity is constant if and only if its
acceleration is zero.
 In the motion diagrams
to the right, one object
is speeding up and the
other is slowing down,
but they both have
acceleration vectors
toward the right.
Slide 1-52
QuickCheck 1.6
A cyclist riding at 20 mph sees a stop sign and actually comes to a

complete stop in 4 s. He then, in 6 s, returns to a speed of 15 mph.
Which is his motion diagram?
Slide 1-53
QuickCheck 1.6
A cyclist riding at 20 mph sees a stop sign and actually comes to a

complete stop in 4 s. He then, in 6 s, returns to a speed of 15 mph.
Which is his motion diagram?
Slide 1-54
Tactics: Determining the Sign of the Position,
Velocity, and Acceleration
Slide 1-55
Slide 1-56
Slide 1-57
QuickCheck 1.7
A ball is tossed straight up in the air. At its very

highest point, the ball’s acceleration vector
A. Points up.
B. Is zero.
C. Points down.
Slide 1-58
QuickCheck 1.7
A ball is tossed straight up in

the air. At its very highest
point, the ball’s acceleration
vector
A. Points up.
B. Is zero.
C. Points down.
In fact, the acceleration vector

points down as the ball rises, at the
highest point, and as it falls.
Slide 1-59
QuickCheck 1.8
The motion diagram shows a particle that is slowing

down. The sign of the position x and the sign of the
velocity vx are
A. Position is positive, velocity is positive.

B. Position is positive, velocity is negative.
C. Position is negative, velocity is positive.
D. Position is negative, velocity is negative.
Slide 1-60
QuickCheck 1.8

down. The sign of the position x and the sign of the
velocity vx are
A. Position is positive, velocity is positive.

B. Position is positive, velocity is negative.
C. Position is negative, velocity is positive.
D. Position is negative, velocity is negative.
Slide 1-61
QuickCheck 1.9

down. The sign of the acceleration ax is
A. Acceleration is positive.
B. Acceleration is negative.
Slide 1-62
QuickCheck 1.9

down. The sign of the acceleration ax is
A. Acceleration is positive.
B. Acceleration is negative.
Slide 1-63
Position-versus-Time Graphs
 Below is a motion diagram, made at 1 frame per minute,
of a student walking to school.
 A motion diagram is one way to represent the student’s

motion.
 Another way is to make a graph of x versus t for the
student:
Slide 1-64
Example 1.7 Interpreting a Position Graph
Slide 1-65
Example 1.7 Interpreting a Position Graph
Slide 1-66
QuickCheck 1.10
This is a graph of an object

moving along a straight line.
The most likely interpretation is:
A. A person walking down a
steep mountain.
B. A car that drives and stops
and drives and stops.
C. An elevator descending.
D. A rock that falls, bounces,
and falls some more.
E. A ball that is hit, caught,
and thrown to someone else.
Slide 1-67
QuickCheck 1.10
This is a graph of an object

Vertical motion
moving along a straight line.
The most likely interpretation is:
A. A person walking down a
About 150 feet in 50 s
steep mountain.
B. A car that drives and stops
and drives and stops.
C. An elevator descending.
D. A rock that falls, bounces,
and falls some more.
E. A ball that is hit, caught,
and thrown to someone else.
Slide 1-68
Solving Problems in Physics
 Physics problems are often presented

using words, which can be imprecise
or ambiguous.
 Part of problem-solving involves
using symbols and drawings to
create a representation, which
is clear and precise.
A new building requires careful planning. The
architect’s visualization and drawings have to be
 A verbal representation is a problem complete before the detailed procedures of
construction get under way. The same is true for
statement or re-statement using words. solving problems in physics.
 A pictorial representation includes motion

diagrams, coordinate systems, simple drawings, and symbols.
 A graphical representation uses graphs when appropriate.
 A mathematical representation uses specific equations which must
be solved.
Slide 1-69
Tactics: Drawing a Pictorial Representation
Slide 1-70
Tactics: Drawing a Pictorial Representation
Slide 1-71
General Problem-Solving Strategy
Slide 1-72
Example 1.9 Launching a Weather Rocket
Slide 1-73
Slide 1-74
Slide 1-75
Slide 1-76
Units
 Science is based on experimental measurements,
and measurements require units.
 The system of units in science is called le Système
Internationale d’unités or SI units.
 The SI unit of time is the
second, abbreviated s.
 1 s is defined as the time
required for 9,192,631,770
oscillations of the radio wave An atomic clock at the National Institute of
absorbed by a cesium-133 atom. Standards and Technology is the primary
standard of time.
 The SI unit of length is the meter, abbreviated m.

 1 m is defined as the distance traveled by light in a
vacuum during 1/299,292,458 of a second.
Slide 1-77
Units
 The SI unit of mass is the
kilogram, abbreviated kg.
 1 kg is defined as the mass of
the international standard
kilogram, a polished platinum-
iridium cylinder stored in Paris.
 Many lengths, times, and
masses are either much less or
much greater than the
standards of 1 m, 1 s, and 1 kg.
 We use prefixes to denote
various powers of 10, which
make it easier to talk about
quantities.
Slide 1-78
Unit Conversions
 It is important to be able to convert back and forth
between SI units and other units.
 One effective method is
to write the conversion
factor as a ratio equal to one.
 Because multiplying by 1 does
not change a value, these ratios
are easily used for unit conversions.
 For example, to convert the length 2.00 feet to
meters, use the ratio
 So that
Slide 1-79
Assessment
 When problem solving, it is important to decide whether or
not your final answer “makes sense.”
 For example, if you are working a
problem about automobile speeds
and reach an answer of
35 m/s, is this a realistic speed?
 The table shows some approximate
conversion factors that can be used
to assess answers.
 Using 1 m/s ≈ 2 mph, you find that 35 m/s is roughly 20 mph,
a reasonable speed for a car.
 If you reached an answer of 350 m/s, this would correspond
to an unreasonable 700 mph, indicating that perhaps you
made a calculation error.
Slide 1-80
Significant Figures
 It’s important in science and engineering to state clearly what

you know about a situation—no less and no more.
 For example, if you report a length as 6.2 m, you imply that the
actual value is between 6.15 m and 6.25 m and has been
rounded to 6.2.
 The number 6.2 has two significant figures.
 More precise measurement could give more significant figures.
 The appropriate number of significant figures is determined
by the data provided.
 Calculations follow the “weakest link” rule: The input value
with the smallest number of significant figures determines
the number of significant figures to use in reporting the
output value.
Slide 1-81
Significant Figures
 Determining significant figures
Slide 1-82
Tactics: Using Significant Figures
Slide 1-83
EXAMPLE 1.10 Using significant figures
Slide 1-84
Orders of Magnitude and Estimating
 Suppose you see a rock fall off a cliff and would like to
know how fast it was going when it hit the ground.
 By doing a mental comparison with the speeds of
familiar objects, such as cars and bicycles, you might
judge that the rock was traveling at “about” 20 mph.
 This is a one-significant-figure estimate.
 Such an estimate or calculation is called an order-of-
magnitude estimate.
 An order-of-magnitude estimate is indicated by the
symbol ~, which indicates even less precision than the
“approximately equal” symbol ≈.
 You would say that the speed of the rock is v ~ 20 mph.
Slide 1-85
Slide 1-86
Slide 1-87
QuickCheck 1.11
Rank in order, from the most to the least, the number of

significant figures in the following numbers. For example, if
b has more than c, c has the same number as a, and a has
more than d, you would give your answer as b > c = a > d.
a. 8200 b. 0.0052 c. 0.430 d. 4.321 × 10–10
A. d>c>b=a
B. a=b=d>c
C. b=d>c>a
D. d>c>a>b
E. a=d>c>b
Slide 1-88
QuickCheck 1.11
Rank in order, from the most to the least, the number of

significant figures in the following numbers. For example, if
b has more than c, c has the same number as a, and a has
more than d, you would give your answer as b > c = a > d.
a. 8200 b. 0.0052 c. 0.430 d. 4.321 × 10–10

2? Ambiguous 2 3 4
A. d>c>b=a
B. a=b=d>c
C. b=d>c>a
D. d>c>a>b
E. a=d>c>b
Slide 1-89
Chapter 1 Summary Slides
Slide 1-90
General Strategy
Slide 1-91
General Strategy
Slide 1-92
Important Concepts
Slide 1-93
Important Concepts
Slide 1-94

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PHYSICS

FOR SCIENTISTS AND ENGINEERS A STRATEGIC APPROACH 4/E

IN THIS CHAPTER, you will learn the fundamental

A. Any part of an atom.

A. Any part of an atom.

What quantities are shown on a complete motion

A. The position of the object in each frame

What quantities are shown on a complete motion

A. The position of the object in each frame

In physics, what is the difference between “speed”

A. Velocity is represented by an exact number,

In physics, what is the difference between “speed”

A. Velocity is represented by an exact number,

A. Tells you how fast an object is going.

A. Tells you how fast an object is going.

The pictorial representation of a physics problem

The pictorial representation of a physics problem

The basic SI units are

A. Second, meter, gram.

The basic SI units are

A. Second, meter, gram.

 Suppose we edit the video by layering the frames on

 An increasing distance between the images shows

 A decreasing distance between the images shows

Motion diagrams are made of two cars. Both have the

Motion diagrams are made of two cars. Both have the

 For many types of motion, we can treat the object as if all

Motion Diagram in which the object is

Motion diagram of a rocket launch

Three motion diagrams are shown. Which is a dust

A. (a) is dust, (b) is ball, (c) is rocket.

Three motion diagrams are shown. Which is a dust

A. (a) is dust, (b) is ball, (c) is rocket.

Given vectors and , what is ?

Given vectors and , what is ?

Given vectors and , what is ?

Given vectors and , what is ?

 It’s useful to consider a change

 Different observers may choose different coordinate

 To quantify an object’s fastness or

 Average speed does not include

The victory goes to the runner with

 Sometimes an object’s velocity is constant as it moves.

The Audi TT accelerates from 0 to 60 mph

 Notice that the acceleration vector goes beside the

A particle has velocity as it accelerates from 1 to 2.

A particle has velocity as it accelerates from 1 to 2.

 When an object is speeding up, the acceleration and

A cyclist riding at 20 mph sees a stop sign and actually comes to a

A cyclist riding at 20 mph sees a stop sign and actually comes to a

A ball is tossed straight up in the air. At its very

A ball is tossed straight up in

In fact, the acceleration vector

The motion diagram shows a particle that is slowing

A. Position is positive, velocity is positive.

The motion diagram shows a particle that is slowing

A. Position is positive, velocity is positive.

The motion diagram shows a particle that is slowing

The motion diagram shows a particle that is slowing

 A motion diagram is one way to represent the student’s

This is a graph of an object

This is a graph of an object

 Physics problems are often presented