Name: ________________________________________________________________________ Block: ______

Physics 
“An exploration into 
physical science through 
inquiry-based learning.” 
 This Journal has been created by Nicholas Ciambrone, teacher at Piedmont IB Middle
School in Charlotte, NC. This Journal should be used with Hot Wheels-brand track and Hot
Wheels-brand vehicles, although more generic substitutes could be used. To gather the proper
materials, I highly recommend DonorsChoose.org, or foraging at local yard sales.
This Journal utilizes the North Carolina 7th Grade Science Standards listed below:
7.P.1.1:​ Students know that the motion of an object can be described by its position, direction of motion and
speed with respect to some other object.
7.P.1.2:​ Students know that a force is a push or a pull and that forces can influence an object’s motion.
Students also know that Unbalanced forces can change the direction and speed of an object in motion.
Students know that balanced forces acting on an object result in a constant motion or an object that is
stationary. Students will be able to identify and explain the variables that act on moving objects, such as
gravity and air resistance.
7.P.1.3:​ Students know how to illustrate the motion of an object using a graph to show a change in position
over a period of time. Students will be able to create a data table for distances and times of an object and will
then graph the motion of the object. Students will be able to analyze the graph to describe the change in
speed of the object over time in sentence form.
7.P.1.4: ​Students know how to interpret distance versus time graphs for constant speed and variable motion.
Students know that a horizontal line on a distance-time graph means that the object is at rest. Students will
be able to calculate the speed of an object by analyzing a distance-time graph.
7.P.2.1: ​Students will be able to calculate the mechanical energy of a system by observing the potential and
kinetic energy in the system.
7.P.2.2: ​Students will be able to explain why objects have more potential energy when higher up compared to
lower down and why objects that are moving fast have kinetic energy. Students will be able to use mass,
gravity, height and velocity to explain the transfer of potential and kinetic energy in a system.

This Journal utilizes the International Baccalaureate MYP Year 3 Science Criteria:
Criteria Level descriptor “The student is able to…”
i. ​describe ​scientific knowledge
ii. apply scientific knowledge and understanding to ​solve problems ​set in ​familiar and unfamiliar
A situations
iii. ​analyse ​information to make ​scientifically supported judgments​.
i. ​describe ​a problem or question to be tested by a scientific investigation
ii. ​outline and explain ​a testable hypothesis ​using correct scientific reasoning
B iii. ​describe ​how to manipulate the variables, and ​describe ​how ​sufficient, relevant ​data will be collected
iv. design a ​logical, complete and safe method ​in which he or she ​selects appropriate materials and
equipment​.
i. ​correctly collect, organize, transform and present ​data in numerical and/ or visual forms
ii. ​accurately interpret data ​and ​describe ​results ​using correct scientific reasoning
C iii. ​discuss ​the validity of a hypothesis based on the outcome of a scientific investigation
iv. ​discuss ​the validity of the method based on the outcome of a scientific investigation
v. ​describe ​improvements or extensions to the method that would benefit the scientific investigation.
i. ​describe ​the ways in which science is applied and used to address a specific problem or issue
ii. ​discuss and analyse ​the implications of using science and its application to solve a specific problem or
D issue, interacting with a factor
iii. ​consistently apply ​scientific language to communicate understanding ​clearly and precisely
iv. document sources ​completely​.
 

1
 Table of Contents
Assignment Name Page Number Completed

Hot Wheels Speed 3

Calculating Speed 7

Graphing Speed 10

Interpreting a Speed Graph 12

Newton’s First Law 13

Calculating Net Force 16

Newton’s Second Law 18

Calculating Acceleration 24

Force Problems 26

Graphing Acceleration 28

Interpreting an Acceleration Graph 29

Check In: Speed, Force and Acceleration ------------------

Newton’s Third Law 30

Calculating Momentum 34

The Most Dangerous Sport 35

Friction 36

Stuck on Friction 41

Calculating Friction 42

Hot Wheels Roller Coaster 43

Mechanical Energy 47

Calculating Energy 48

Check In: Momentum, Friction and Energy ------------------

Design Activity: Concept Vehicles 50

Study Guide: Physics 55

Formal Assessment: Physics ------------------

Reflecting on Hot Wheels Physics 60

Speed Session 61

2
 Hot Wheels Speed
Level Criterion B
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
i. ​state ​a problem or question to be tested by a
1–2 scientific investigation, with ​limited success iv. design ​a method, with limited success​.

i. ​state ​a problem or question to be tested by a iv. design a ​safe method ​in which he or she
3–4 scientific investigation selects materials and equipment​.
iv. design ​a complete and safe method ​in which
i. ​outline ​a problem or question to be tested by a
5–6 he or she ​selects appropriate materials and
scientific investigation
equipment​.
iv. design a ​logical, complete and safe method ​in
i. ​describe ​a problem or question to be tested by
7–8 which he or she ​selects appropriate materials
a scientific investigation
and equipment​.
Background: ​Speed is a measurement of how fast an object moves relative to a reference
point. A reference point is a non-moving object which is referenced to see if something else is
moving. Consider you are driving in
a vehicle and look out of the
window. You know the trees or road
signs you are passing are not
moving, thus you can use these as
reference to your relative speed.
Speed does not have a
direction, while velocity does. For
example, speed can be stated as 50
miles per hour, which velocity would
be stated as 50 miles per hour
north. Speed is a simple calculation of distance divided by time, or as written as a
mathematical formula, ​s=d/t (speed= distance/time)​.
Top level stock cars reach speeds in excess of 200 mph at speedway tracks and on
superspeedway tracks such as Daytona International Speedway and Talladega Superspeedway.
Contemporary NASCAR-spec top level cars produce maximum power outputs of 860-900 hp
from their naturally aspirated V8 engines. In October 2007 American race car driver Russ
Wicks set a speed record for stock cars in a 2007-season Dodge Charger built to NASCAR
specifications by achieving a maximum speed of 244.9 mph at the Bonneville Salt Flats. For the
2017 NASCAR Monster Energy Cup Series season, power output of the competing cars ranged
from 750 to 800 hp.
For your lab, you will investigate speed and how it is applied to car moving down a
ramp.

Statement of the problem:​ ​State the problem that is to be solved. This should be written as
“the effect of (independent variable) upon the (dependent variable).
_____________________________________________________________________________
_____________________________________________________________________________

3
Hypothesis:​ Outline and explain a testable hypothesis, related to the Problem, using correct
scientific reasoning. Write this as an If...Then...Because statement. You may need more than
one (1) sentence for your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Safety:
- Vehicles should not be sent down the ramp if other students are in the way.

Materials:
- Stopwatch - 5 Track Connector - Masking Tape
- 1 Hot Wheels Car - 5 Textbooks - Stopwatch
- 6 Track Pieces - 1 Meter Stick

Method:

4
Results:
Data Table 1: Two Book Bindings Tall Ramp
Test # Distance (meters) Time (seconds) Speed (s=d/t) (meters/second)

Average Speed ​(speed 1+ speed 2+speed 3)/3

Data Table 2: Three Book Bindings Tall Ramp

Test # Distance (meters) Time (seconds) Speed (s=d/t) (meters/second)

Average Speed

Data Table 3: Four Book Bindings Tall Ramp

Test # Distance (meters) Time (seconds) Speed (s=d/t) (meters/second)

Average Speed

5
Conclusion:
Draw a diagram to represent your experiment. Label the diagram.

What aspects of your ramp device increased the speed of your vehicle? Why did this increase
the speed of the vehicle?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Newton’s First Law of Motion states that an object remains at rest or in uniform motion in a
straight line unless acted upon by an outside force. In our experiment, what is the outside
force that eventually causes our vehicle to stop? Explain this force.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Evaluation:
How could you improve this lab to get the most accurate reading for your vehicle?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

6
 Calculating Speed 
Part 1: Directions:​ What do the following units represent? Use ​D​ for distance, ​T​ for time, or ​S
for speed.
_____ 1. 14 km _____ 4. 6 hours _____ 7. 14 mi _____ 10. 1.4 m
_____ 2. 30 m/s _____ 5. 12 cm/s _____ 8. 3.2 sec _____ 11. 6 cm/min
_____ 3. 34 min _____ 6. 150 mph _____ 9. 25 ft _____ 12. 3 km/hr

Part 2: Directions:​ FORMULA: SPEED = Distance ÷ Time. Round answers to the nearest tenth
(one decimal place)! ​SHOW ALL YOUR WORK.
1. NASCAR fans love race day when they get a chance to cheer on their favorite team! If Kyle
Larson was able to travel 600 miles in 3 hours, what was his average speed?

2. The fastest car on Earth, a British-made Thrust SSC, would win every NASCAR race in
America. If it takes 0.5 hours (30 minutes) to travel 380 miles, what is its speed?

3. The fastest train on Earth, the TGV from France, can travel at faster speeds than trains in the
United States. During a speed test, the train traveled 800 miles in 2.5 hours. What is its speed?

4. Spirit of Australia, a hydroplane boat, made speed records by traveling 239 miles in 0.75
hours (45 minutes). What is its record-breaking speed?

5. The fastest plane ever made, the Lockheed SR71, was able to travel 2200 miles per hour.
Based on this speed, how far could it travel in:
a. 2 hours? b. 3 hours? c. 5 hours?

Which machine on this page is the fastest? __________________________________________

7
6. A boy walks at a speed of 4 kmph. How
much time does he take to walk a distance
of 20 km?
7. A cyclist covers a distance of 15 miles in 2
hours. Calculate his speed.
11. X and Y are two stations which are 320
miles apart. A train starts at a certain time
from X and travels towards Y at 70 mph.
After 2 hours, another train starts from Y
and travels towards X at 20 mph. At what
time do they meet?

8. A car takes 4 hours to cover a distance, if

it travels at a speed of 40 mph. What should
be its speed to cover the same distance in
1.5 hours?

12. A boy travelled by train which moved at

9. If a person walks at 4 mph, he covers a
certain distance. If he walks at 9 mph, he
covers 7.5 miles more. How much distance
did he actually cover?
the speed of 30 mph. He then boarded a
bus which moved at the speed of 40 mph
and reached his destination. The entire
distance covered was 100 miles and the
entire duration of the journey was 3 hours.
Find the distance he travelled by bus.

10. A train is going at 1/3 of its usual speed

 
and it takes an extra 30 minutes to reach its  
destination. Find its usual time to cover the
same distance.  
 
 
 

8
For problems with boats and streams:
Speed of the boat upstream (against the current) = Speed of the boat in still water – speed of
the stream
[As the stream obstructs the speed of the boat in still water, its speed has to be subtracted
from the usual speed of the boat]

Speed of the boat downstream (along with the current) = Speed of the boat in still water +
speed of the stream
[As the stream pushes the boat and makes it easier for the boat to reach the destination
faster, speed of the stream has to be added]

Similarly, for airplanes travelling with/against the wind:

Speed of the plane with the wind = speed of the plane + speed of the wind
Speed of the plane against the wind = speed of the plane – speed of the wind 

 
13. A man travels at 3 mph in still water. If the current’s velocity is 1 mph, it takes 3 hours to
row to a place and come back. How far is the place?

14. With the wind, an airplane covers a distance of 2400 kms in 4 hours and against the wind
in 6 hours. What is the speed of the plane and that of the wind?

15. An airplane traveling from Charlotte to New York City flies against the wind in 2 hours. This
trip is 600 miles. With the wind, an airplane covers this distance in 1.5 hours. What is the
speed of the plane and that of the wind?

 
 
 

9
 Graphing Speed 
Describing the motion of an object is occasionally hard to do with words. Sometimes ​graphs
help make motion easier to picture, and therefore understand.
Plotting distance against time can tell you a lot about motion. First, look at the axes:
Time is always plotted on the X-axis (bottom of the graph).
The further to the right on the axis, the longer the time from
the start.
Distance is plotted on the Y-axis (side of the graph). The
higher up the graph, the further from the start.

Match the part of the graph to the

description:
4. Stationary: ______
5. Increasing speed: _____
6. Slow & constant speed: _____
7. Fast & constant speed: _____
8. Returning to start: ______

Summary:
• The steeper the graph, the faster the motion.
• A horizontal line means the object is not moving. It is stationary.
• A curved line means the speed is changing by speeding up or slowing down.

10
 Use the following paragraph and
graph to answer the questions.
On Saturday, Erin rode her bicycle to
visit Caroline. Caroline's house is
directly east of Erin's. The graph
shows how far Erin was from her
house after each minute of her trip.
What was Erin's average speed for the
entire trip?

Erin stopped to talk to with another

friend during her trip. How far was she
from her house
when she stopped?
 
10. Plotting the following story on the graph below:
- For 10 minutes a Hot Wheels car traveled for a distance for 10 meters every minute.
- The car came to a rest from minute 10 to minute 15.
- At minute 15, Sarah pushed the Hot Wheels car, causing it to travel at a rate of 5
meters/ minute for a total of 15 minutes.

11
 Interpreting a Speed Graph
Directions:​ Answer the questions using the following graphs representing Denny Hamlin’s and
Dale Earnhardt Jr.’s race cars in the pits at Daytona.

1. From 1 second to 2 seconds, how fast is Denny Hamlin traveling? (Take the difference in
distance and divide it by the time in between the 2 distances).

2. Is Denny Hamlin going as fast between 9 and 12 seconds as he is between 1 and 4

seconds? How can you tell?

3. What is the motion of the Hamlin’s race car between 4-6 seconds?

4. Describe the motion of the race car from start to finish mentioning all changes in
velocity. Answer in complete sentences.  
 

12
 Newton’s First Law
Level Criterion B Criterion C
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
iii. ​state ​the validity of a hypothesis ​with limited
1–2 ii. ​state ​a testable hypothesis
reference ​to a scientific investigation
ii. ​outline ​a testable hypothesis ​using scientific iii. ​state ​the validity of a hypothesis based on the
3–4
reasoning outcome of a scientific investigation
ii. ​outline and explain ​a testable hypothesis ​using iii. ​outline ​the validity of a hypothesis based on
5–6
scientific reasoning the outcome of a scientific investigation
ii. ​outline and explain ​a testable hypothesis ​using iii. ​discuss ​the validity of a hypothesis based on
7–8
correct scientific reasoning the outcome of a scientific investigation
Background: ​The idea that objects only change their velocity due to a force is found in
Newton's first law. Newton's first law states that an object at rest remains at rest remains at
rest, or if in motion, remains in motion at a constant velocity unless acted on by a net external
force. This law is sometimes referred to as the Law of Inertia.
We can think of this law as preserving
the status quo of motion. Newton’s first law
of motion states that there must be a
cause—which is a net external force—for
there to be any change in velocity, either a
change in magnitude or direction. An object
sliding across a table or floor slows down
due to the net force of friction acting on the
object. But on an air hockey table, where air
keeps the puck from touching the table, the
air hockey puck continues moving with a roughly constant velocity until a force acts on it—like
when it bumps into the side of the table.
This idea can be applied into cars as well. If there were no external forces present on the
Earth, a car would continue forever. Unfortunately, this is not true. Gravity, friction and air
resistance all work to slowly a vehicle down over time. The only way to truly experience none
of these would be within a vacuum in deep interstellar space. Cars can experience the Law of
Inertia when they impact another car or a wall, because this changes their velocity.

Statement of the problem:​ ​The effect of a wooden wall on a car’s relative velocity.

Hypothesis:​ Outline and explain a testable hypothesis, related to the Problem, using correct
scientific reasoning. Write this as an If...Then...Because statement. You may need more than
one (1) sentence for your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

13
Safety:
- The Hot Wheels car must stay within the confines of the track at all times.
- Students will not push the car hard enough that it jumps off the countertop.

Materials:
- Pencil - 5 Hot Wheels Track pieces
- Hot Wheels car - 5 Track Connectors
- Masking Tape

Method:
1. Place your assembled Hot Wheels track on a flat and level surface. This can be the floor
or countertop, unless your teacher instructs you otherwise.
2. Place your car onto the end of the track.
3. Makes qualitative observations about your car on the track in Data Table 1.
4. Using the eraser end of a pencil, push your car so it to the end of your track, but not off
of it.
5. Make qualitative observations about your car as it is moving in Data Table 2.
6. Place a Track Connector at the end of your track, it is best to use tape to secure this to
the table or hold it in place.
7. Place your car at the opposite end of your track as the Track Connector.
8. Push your car to propel it into block using the eraser end of a pencil.
9. Make qualitative observations in Data Table 3 about what happens as your car impacts
the Track Connector. For the best results, complete step 8 three times. Apply enough
force to your car to allow the back wheels to come off of the track.

Results:
Data Table 1
Observations of car at rest

Data Table 2
Observations of car in
motion

Data Table 3
Observations of car
impacting Track Connector

14
Conclusion:
Explain Newton’s First Law of Motion. Use at least two (2) examples not present in this
experiment.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

How does this experiment display Newton’s First Law of Motion?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Evaluation:
Was your hypothesis proven or disproven by this experiment? Explain in complete sentences.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
 

15
 Calculating Net Forces 
Net Force is the amount of force that is acted on an object. When an unbalanced force is
applied, the object will go into motion. When a balanced force is applied, the object will stay at
rest. Force is measured in Newtons (N), which is named after Sir Isaac Newton. An unbalanced
force is any force greater than 0 (<0 N). A balanced force is any force equal to zero (0 N).

Directions:​ Calculate the net force that is acting on each box. Include the direction the box is
moving as well. The arrows represent the direction the box will move if the force indicated is
applied to the box. ​For example, in #2, a 7 N force will move the object to the left, while the
2 N force will move the object to the right. The total Net Force would be 5 N, and the object
would move to the left, because 7 N - 2 N = 5 N.

16
Directions:​ In the space below draw, create Net Force diagram (similar to the one on this
activity) as described in the text. Once the diagram is draw, identify the total Net Force and
direction the object would move.

16. A force of 150 N is applied to a Hot Wheels car, moving the car to the right.

17. A force of 75 N is applied to a box that would move it to the left. Another force of 789 N is
applied to a box that would move it to the right.

18. A force of 1125 N is applied to a refrigerator, that would cause it to move to the right.
Another force of 2043 N is applied to the refrigerator that would cause it to move to the right.

 
 

17
 Newton’s Second Law
Level Criterion B Criterion C
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
iii. ​state ​the validity of a hypothesis ​with limited iv. ​state ​the validity of the method ​with limited
1–2
reference ​to a scientific investigation reference ​to a scientific investigation
iii. ​state ​the validity of a hypothesis based on the iv. ​state ​the validity of the method based on the
3–4
outcome of a scientific investigation outcome of a scientific investigation
iii. ​outline ​the validity of a hypothesis based on iv. ​outline ​the validity of the method based on
5–6
the outcome of a scientific investigation the outcome of a scientific investigation
iii. ​discuss ​the validity of a hypothesis based on iv. ​discuss ​the validity of the method based on
7–8
the outcome of a scientific investigation the outcome of a scientific investigation
Background: ​Isaac Newton's First Law of Motion states, "A body at rest will remain at rest, and
a body in motion will remain in motion unless it is acted upon by an external force." What,
then, happens to a body when an external force
is applied to it? That situation is described by
Newton's Second Law of Motion.
According to NASA, this law states, "Force
is equal to the change in momentum per change
in time. For a constant mass, force equals mass
times acceleration." This is written in
mathematical form as​ F = ma​.
F ​is force, ​m​ is mass and ​a​ is acceleration.
The math behind this is quite simple. If you
double the force, you double the acceleration,
but if you double the mass, you cut the
acceleration in half.
In cars, we can easily see the effects of this. Take note, for example, the next time you
are stopped at an intersection next to a tractor trailer. When the light turns green, the much
larger tractor trailer will accelerate slower, because the mass is much larger than the vehicle
you are sitting in.

Statement of the problem:​ ​The effect of mass on an object’s acceleration.

Hypothesis:​ Outline and explain a testable hypothesis, related to the Problem, using correct
scientific reasoning. Write this as an If...Then...Because statement. You may need more than
one (1) sentence for your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

18
Safety: ​Identify at least three (3) guidelines others should follow when completing this lab.

Materials:
- Pencil - Masking Tape
- Hot Wheels car - Assortment of coins
- 6 Hot Wheels Track pieces - 5 textbooks
- 5 Track Connector - 1 Meter stick

Method:
1. Arrange a ramp made of 6 track pieces that is 4 textbook bindings high.
2. The start of your ramp should be masking taped to the end of the book.
3. Place a textbook at the end of your ramp, so your car will stay on your track at all times.
4. You will measure the time it takes your car to travel from the very top of the ramp 1
meter away from the very bottom of the ramp. You can use your Chromebook as a
stopwatch. You should measure this with your meter stick and mark this location with a
piece of tape.
5. You should release car at the very top of your ramp.
6. Under the results section, there are further directions on what you need to complete.
Be sure to follow each direction specifically. They are also listed below in steps 7-9.
7. Run three (3) trials with your Hot Wheels car. Your distance should include the length of
your ramp ​AND​ a distance of 1 meter off of the track, marked off by tape. Measure this
total distance. Record under Standard Test. Complete the calculations.
8. Add 10 grams to your car. Secure the weight with masking tape.. Run three (3) trials
with your concept car. Your distance should include the length of your ramp ​AND​ a
distance of 1 meter off of the track, marked off by tape. Measure this total distance.
Record under Increased Mass 1. Complete the calculations.
9. Add 30 grams to your car. You should have a total of 30 grams on your car. Secure the
extra weight with masking tape. Run three (3) trials with your Hot Wheels car. Your
distance should include the length of your ramp ​AND​ a distance of 1 meter off of the
track, marked off by tape. Measure this total distance. Record under Increased Mass 2.
Complete the calculations.

19
Results:
Standard Test:
Run three (3) trials with your Hot Wheels car. Your distance should include the length of your
ramp ​AND​ a distance of 1 meter off of the track, marked off by tape. Measure this total
distance.
Trial Distance Time (seconds) Mass of vehicle Speed (s=d/t)
Number (meters) (grams)

Calculate the acceleration (a= v​f​-v​i​/ t​f​-t​i​) of your vehicle for each trial.

Trial Initial Final Initial Final Acceleration

Number Speed Speed Time Time (a= v​f​-v​i​/ t​f​-t​i​, m/s/s)
(m/s) (m/s) (seconds) (seconds)

1 0 0

2 0 0

3 0 0

Calculate the amount of force (f=ma) your car has for each trial.

Trial Mass of car Acceleration Force (f=ma, newtons)

Number (grams) (a= v​f​-v​i​/ t​f​-t​i​)

Average Acceleration

Average Force

20
Increased Mass 1 (10 grams):
Add 10 grams to your car. Secure the weight with masking tape.. Run three (3) trials with your
concept car. Your distance should include the length of your ramp ​AND​ a distance of 1 meter
off of the track, marked off by tape. Measure this total distance.
Trial Distance Time (seconds) Mass of vehicle Speed (s=d/t)
Number (meters) (grams)

Calculate the acceleration (a= s​f​-s​i​/ t​f​-t​i​) of your vehicle for each trial.

Trial Initial Final Initial Final Acceleration

Number Speed Speed Time Time (a= s​f​-s​i​/ t​f​-t​i​, m/s/s)
(m/s) (m/s) (seconds) (seconds)

1 0 0

2 0 0

3 0 0

Calculate the amount of force (f=ma) your car has for each trial.

Trial Mass of car Acceleration Force (f=ma, newtons)

Number (grams) (a= s​f​-s​i​/ t​f​-t​i​, m/s/s)

Average Acceleration

Average Force

21
Increased Mass 2 (30 grams):
Add 30 grams to your car. You should have a total of 30 grams on your car. Secure the extra
weight with masking tape. Run three (3) trials with your Hot Wheels car. Your distance should
include the length of your ramp ​AND​ a distance of 1 meter off of the track, marked off by tape.
Measure this total distance.
Trial Distance Time (seconds) Mass of vehicle Speed (s=d/t)
Number (meters) (grams)

Calculate the acceleration (a= s​f​-s​i​/ t​f​-t​i​) of your vehicle for each trial.

Trial Initial Final Initial Final Acceleration

Number Speed Speed Time Time (a= s​f​-s​i​/ t​f​-t​i​, m/s/s)
(m/s) (m/s) (seconds) (seconds)

Calculate the amount of force (f=ma) your car has for each trial.

Trial Mass of car Acceleration Force (f=ma, newtons)

Number (grams) (a= s​f​-s​i​/ t​f​-t​i​, m/s/s)

Average Acceleration

Average Force

22
Conclusion:
Explain what happen to the speed of your car when you increased the mass.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Explain what happens to the acceleration of your car when you increased the mass.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

How does the change in mass affect the amount of force your car has?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Evaluation:
Was your method valid for this experiment? Why or why not? Explain in complete sentences.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________ 

23
 Calculating Acceleration  
Directions: Calculate the acceleration for the following problems. Remember the equation for
acceleration is (a= s​f​-s​i​/ t​f​-t​i​).
1. A car increases its velocity from 0 m/s to 14 m/s in 2 seconds.

2. A bicycle rider increases his speed from 5 m/s to 15 m/s in 10 seconds.

3. A racing car’s velocity is increased from 44 m/s to 66m/s in 11 seconds.

4. A train moving at a velocity of 15 m/s is accelerated to 24 m/s over a 12 second period.

5. A plane starting from rest is accelerated to its takeoff velocity of 75 m/s during a 5 second
period.

6. A ball rolling down a hill for 9 seconds accelerates from 3 m/s to 34.5 m/s.

24
7. A roller coaster car rapidly picks up speed as it rolls down a slope. As it starts down the
slope, its speed is 4 m/s. But 3 seconds later, at the bottom of the slope, its speed is 22 m/s.
What is its average acceleration?

8. A cyclist accelerates from 0 m/s to 8 m/s in 3 seconds. What is his acceleration? Is this
acceleration higher than that of a car which accelerates from 0 to 30 m/s in 8 seconds?

9. A car advertisement states that a certain car can accelerate from rest to 70 km/h in 7
seconds. Find the car’s average acceleration.

10. A lizard accelerates from 2 m/s to 10 m/s in 4 seconds. What is the lizard’s average
acceleration?

11. If a Ferrari, with an initial velocity of 10 m/s, accelerates at a rate of 50 m/s/s for 3
seconds, what will its final velocity be?

12. Write your our problem for acceleration and solve it.

 
 

25
 Force Problems 
Directions​: Use given values for Force/Mass/Acceleration to solve. Remember, mass is in kg - -
force in in N (newtons) - - acceleration is in m/s​2​. F=ma (force= mass X acceleration)

1. How much force is needed to accelerate a 2. What is the force on a 1000 kg elevator
66 kg skier at 2 m/sec​2​? that is falling freely at 9.8 m/sec​2​?

3. What is the acceleration of a 50 kg object 4. The mass of a large car is 1000 kg. How
pushed with a force of 500 newtons? much force would be required to accelerate
the car at a rate of 3 m/sec​2​?

5. A 50 kg skater pushed by a friend 6. A force of 250 N is applied to an object

accelerates 5 m/sec​2​. How much force did that accelerates at a rate of 5 m/sec​2​. What
the friend apply? is the mass of the object?

7. A bowling ball rolled with a force of 15 N 8. If a 60 kg person on a 15 kg sled is pushed

accelerates at a rate of 3 m/sec​2​; a second with a force of 300 N, what will be person’s
ball rolled with the same force accelerates 4 acceleration?
m/sec​2​. What are the masses of the two
balls?

26
9. A force of 230 N acts upon a 52 kg block. 10. An object of mass 3100 kg is observed to
Calculate the acceleration of the object. accelerate at the rate of 456 m/s​2​. Calculate
the force required to produce this
acceleration.

11. A 435 kg block is pulled across a table by 12. An object of mass 830 kg is in freefall in a
a horizontal force of 640 N with a frictional vacuum where there is no air resistance.
force of 86 N opposing the motion. Calculate Determine the acceleration of the object.
the acceleration of the object.

13. An object of mass 1230 kg is falling in air and experiences a force due to air resistance of
20 newtons.
a. Determine the net force acting on the object and
b. calculate the acceleration of the object.

27
 Graphing Acceleration 
Directions:​ Speed-Time Graphs look much like Distance-Time graph! Be sure to read the labels.
Time is plotted on the X-axis.
Speed or velocity is plotted on the Y-axis.
A straight horizontal line on a speed-time graph means the speed is
constant. This means the speed is not changing over time.

How is this different from a distance-time graph?

A positive slope represents an

increasing speed. The moving
object is accelerating.

A negative slope represents a

decreasing speed The moving
object is decelerating.
Match the part of the graph to the description:

Steady acceleration: ______

Steady speed: ______
Gradual acceleration: _____
Steady deceleration: _____

Summary:
• The steeper the line, the greater the acceleration.
• A horizontal line means the object is moving at a constant speed.
• A downward (negative) sloping line means the object is slowing down (decelerating).

28
 Interpreting Acceleration Graphs 

1. What is the acceleration of Dale Earnhardt Jr. between 7 and 10 seconds? (calculate the
difference between 7 and 10 seconds and divide by the difference in time.)

2. Is Earnhardt still moving between 5 and 7 seconds? Explain your answer in a complete
sentence.

3. Between what times is the racecar accelerating the fastest? How do you know? Answer
in a complete sentence.

4. The object is always going faster (Positive acceleration). How would slowing down
(deceleration, or negative acceleration) look on the graph?

5. Describe the motion of the Dale Earnhardt Jr. from start to finish mentioning all change
in velocity. Answer in complete sentences.

29
 Newton’s Third Law
Level Criterion B Criterion C
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
v. ​state limited ​improvements or extensions to
1–2 iii. ​state ​the variables
the method.
v. ​state ​improvements or extensions to the
iii. ​outline ​how to manipulate the variables, and
3–4 method that would benefit the scientific
state ​how ​relevant data ​will be collected
investigation.
iii. ​outline ​how to manipulate the variables, and v. ​outline ​improvements or extensions to the
5–6 outline ​how s​ufficient, relevant data ​will be method that would benefit the scientific
collected investigation.
iii. ​describe ​how to manipulate the variables, and v. ​describe ​improvements or extensions to the
7–8 describe ​how ​sufficient, relevant ​data will be method that would benefit the scientific
collected investigation.
Background: ​According to Newton’s
Third Law of Motion “For every action,
there is an equal and opposite
reaction.” This means that for every
force there is a reaction force that is
equal in size, but opposite in direction.
That is to say that whenever an object
pushes another object it gets pushed
back in the opposite direction equally
hard.
The two forces in the figure are
equal in magnitude but opposite in
direction. However, they do not cancel
out because the two forces are acting
on different bodies — one on the car and the other on the road. The force that the tire exerts
on the road (F​car​) is equal and opposite to the force the road exerts on the tire (F​road​). The force
of the road on the tire accelerates the car.
So why doesn’t the road accelerate? The car accelerates, so shouldn’t the road
accelerate in the opposite direction? Believe it or not, it does; Newton’s law is in full effect.
Your car pushes the Earth, affecting the motion of the Earth in just the tiniest amount. Given
the fact that the Earth is about 6,000,000,000,000,000,000,000 times as massive as your car,
however, any effects aren’t too noticeable!

Statement of the problem:​ ​State the problem that is to be solved. This should be written as
“the effect of (independent variable) upon the (dependent variable).
_____________________________________________________________________________
_____________________________________________________________________________

30
Hypothesis:​ Outline and explain a testable hypothesis, related to the Problem, using correct
scientific reasoning. Write this as an If...Then...Because statement. You may need more than
one (1) sentence for your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Variables: ​Identify what independent, dependent and constant variables.

Independent:
__________________________________________________________________

Dependent: ___________________________________________________________________

Constants (at least two (2)): ______________________________________________________

How do you know these are your variables in this experiment?

_____________________________________________________________________________
_____________________________________________________________________________

Safety:
- Vehicles should not be given enough force to move the cars off the track.
- Ensure cars do not fall off the countertop.

Materials
- 5 Hot Wheels Cars - 4 Track Connector
- 5 Track Pieces - 1 Meter Stick
- Masking Tape

Method:

31
Results:

Conclusion:
Draw a diagram to represent your experiment in its final form. Label the diagram.

Describe how this experiment displayed Newton’s Third Law of Motion? Provide specific
examples from the experiment in your answer.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

32
Momentum is a measurement of mass in motion. Explain how you know your Hot Wheels car
had momentum during its movement in your experiment.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Momentum is usually given the symbol ​p​. The equation for momentum is p= mv, or
momentum = mass X velocity. If your car has a mass of 30 kg and has a velocity of .5 m/s, what
is the momentum? Note: the units would be: kg m/s. How about if your cas has a mass of 500
kg and a velocity of .5 m/s?

Evaluation:
What changes would you make to improve this lab for future students?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________ 

33
 Calculating Momentum 
Directions: ​Calculate the momentum for each problem below. T​he equation for momentum is
p= mv, or momentum = mass X velocity. ​Show all of your work.

1. Which has more momentum, a 1000 kg car moving 1 m/s or a 70 kg person sprinting at 8
m/s?

2. An official major league baseball has a mass of 0.14 kg. A pitcher throws a 40 m/s fastball.
What is the momentum of the baseball?

3. A car weighing 5000 kg travels a speed of 80 m/s. What is the momentum of the car?

4. A car has a momentum of 2000 kg m/s. If it weighs 500 kg, what is it’s speed?

5. A 30 kg child running has a momentum of 50 kg m/s. Another child weighing 35 kg runs at 6

m/s. Which has more momentum? Be careful how you calculate this!

6. A 2500 kg truck traveling at 25 m/s collides with a 1000 kg car moving at 40 m/s. Based on
the momentum of each vehicle, which one would you expect to have the most damage?
Explain your answer. 
 
 
 
 

34
 The Most Dangerous Sport
Level Criterion D
0 The student does not reach a standard identified by any of the descriptors below.

i. ​state ​the ways in which science is used to address a specific problem or issue
1–2 ii. ​state ​the implications of the use of science to solve a specific problem or issue, interacting with a factor
iii. ​apply ​scientific language to communicate understanding but does so ​with limited success
iv. document sources, ​with limited success​.
i. ​outline ​the ways in which science is used to address a specific problem or issue
3–4 ii. ​outline ​the implications of using science to solve a specific problem or issue, interacting with a factor
iii. ​sometimes apply ​scientific language to communicate understanding
iv. ​sometimes ​document sources ​correctly​.
i. ​summarize ​the ways in which science is applied and used to address a specific problem or issue
ii. ​describe ​the implications of using science and its application to solve a specific problem or issue, interacting with a
5–6 factor
iii. ​usually apply ​scientific language to communicate understanding ​clearly and precisely
iv. ​usually ​document sources ​correctly​.
i. ​describe ​the ways in which science is applied and used to address a specific problem or issue
ii. ​discuss and analyse ​the implications of using science and its application to solve a specific problem or issue, interacting
7–8 with a factor
iii. ​consistently apply ​scientific language to communicate understanding ​clearly and precisely
iv. document sources ​completely​.
Driving motorized vehicles is a relatively normal task. Racing them is anything but normal.
Racing drivers needs to have proper seat belt and safety equipment to protect them in the
event of an accident. You will write an essay discussing how science is applied to racing
accidents. Use these videos to help you: ​https://goo.gl/ggH4UM​, ​https://goo.gl/olvkZX​. In your
essay you will include:
- How do each of Newton’s laws play a role in race car accidents.
- What safety features, at least three (3) are present inside racecars to keep drivers safe?
Explain each safety feature.
- What safety features, at least three (3) are present on race tracks to keep drivers/fans
safe? Explain each safety feature.
- Provide and explain at least three (3) racing accidents that have lead to safety
improvements in motorsports.
- How has science played a role in these safety improvements? Consider what you know
and have learned in our physics unit to answer this question.
- Include one of the following factors and how it related to racing accidents: ​moral,
ethical, social, economic, political, cultural or environmental​.
Remember:
● At least 600 words.​ Highlight your text and use ​Ctrl+Shift+C ​to see your word count.
● Include an Introduction, Body Paragraphs, and Conclusion.
● At least four (4) sources​ at the end of your writing. The videos posted above do not count. This
should be cited at the end of the document on a new page title “Works Cited”. Center this title.
● Include one of the following factors: ​moral, ethical, social, economic, political, cultural or
environmental​.
● This should be typed and submitted in Google Classroom.

35
 Friction
Level Criterion C Criterion C
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
i. ​collect and present ​data in numerical and/or
1–2 visual forms ii. ​accurately interpret ​data

i. ​correctly collect and present ​data in numerical

3–4 ii. ​accurately interpret ​data and ​describe ​results
and/or visual forms
i. ​correctly collect, organize and present ​data in ii. ​accurately interpret ​data and ​describe ​results
5–6
numerical and/or visual forms using scientific reasoning
i. ​correctly collect, organize, transform and ii. ​accurately interpret data ​and ​describe ​results
7–8
present ​data in numerical and/ or visual forms using correct scientific reasoning
Background: ​Friction is the force that opposes motion between any surfaces that are in
contact. There are four types of friction: ​static, sliding, rolling, and fluid friction​. Static, sliding,
and rolling friction occur between solid surfaces. Fluid friction occurs in liquids and gases.
Static friction​ acts on objects when they are resting on
a surface. For example, if you are hiking in the woods, there
is static friction between your shoes and the trail each time
you put down your foot. Without this static friction, your feet
would slip out from under you, making it difficult to walk. In
fact, that’s exactly what happens if you try to walk on ice.
That’s because ice is very slippery and offers very little
friction.
Sliding friction​ is friction that acts on objects when
they are sliding over a surface. Sliding friction is weaker than
static friction. That’s why it’s easier to slide a piece of
furniture over the floor after you start it moving than it is to
get it moving in the first place. Sliding friction can be useful.
For example, you use sliding friction when you write with a
pencil. The pencil “lead” slides easily over the paper, but
there’s just enough friction between the pencil and paper to
leave a mark.
Rolling friction​ is friction that acts on objects when they are
rolling over a surface. Rolling friction is much weaker than sliding
friction or static friction. This explains why most forms of ground
transportation use wheels, including bicycles, cars, 4-wheelers, roller
skates, scooters, and skateboards. Ball bearings are another use of
rolling friction. You can see what they look like in the Figure below.
They let parts of a wheel or another machine roll rather than slide
over on another.
Fluid friction​ is friction that acts on objects that are moving

36
through a fluid. A fluid is a substance that can flow and take the shape
of its container. Fluids include liquids and gases. If you’ve ever tried to
push your open hand through the water in a tub or pool, then you’ve
experienced fluid friction. You can feel the resistance of the water
against your hand. Look at the skydiver in the Figure. He’s falling toward
Earth with a parachute. Resistance of the air against the parachute
slows his descent. The faster or larger a moving object is, the greater is
the fluid friction resisting its motion. That’s why there is greater air
resistance against the parachute than the skydiver’s body.

Statement of the problem:​ ​State the problem that is to be solved. This should be written as
“the effect of (independent variable) upon the (dependent variable).
_____________________________________________________________________________
_____________________________________________________________________________

Hypothesis:​ Outline and explain a testable hypothesis, related to the Problem, using correct
scientific reasoning. Write this as an If...Then...Because statement. You may need more than
one (1) sentence for your explanation.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Variables: ​Identify what independent, dependent and constant variables.

Independent:
__________________________________________________________________

Dependent: ___________________________________________________________________

Constants (at least two (2)): ______________________________________________________

How do you know these are your variables in this experiment?

_____________________________________________________________________________
_____________________________________________________________________________

Safety:
- Vehicles should not be given enough force to move the cars off the track.
- Ensure cars do not fall off the countertop.

37
Materials
- 1 Hot Wheels Car - 5 Textbooks - Masking Tape
- 5 Track Pieces - Carpeted Surface - 1 Meter Stick
- 4 Track Connectors - Wood Surface

Method:

Results:

38
Graph: ​Create a graph to represent the data that you collected above. This can be a line graph
or a bar graph, but there MUST be a title and the axis MUST be labels.

39
Conclusion:
Draw a diagram to represent your experiment in its final form. Label the diagram.

How did the speed of your Hot Wheels car vary as you changed the surface?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Road surfaces are typically flat surfaces, but both asphalt and concrete are rough. What
problems could happen if the road surface did not have any friction?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Evaluation:
Why does your graph accurately represent the data you collected?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________ 

40
 Stuck on Friction 
Directions:​ Using your knowledge of friction, answer the questions below.
Which type of friction is being shown? ____________

Which type of friction is being shown? ____________

Which type of friction is being shown? ____________

Which type of friction is being shown? ____________

List two ways you can DECREASE friction.

● _______________________________________________________________________
● ________________________________________________________________________

Why would you want to decrease friction?

_____________________________________________________________________________
_____________________________________________________________________________

List one way you can INCREASE friction.

_____________________________________________________________________________
_____________________________________________________________________________

Why would you want to increase friction?

_____________________________________________________________________________
_____________________________________________________________________________ 

41
 Calculating Friction 
Directions:​ ​Use the equations to the right to calculate Friction, the
Friction Coefficient, or Normal Force.​ Note: For these calculations
Normal Force (N)= mass times gravitational acceleration (9.8 m/s​2​),
written in a math formula as: N= mg​. ​Units will be Newtons!

1. Calculate the frictional force between two metal surfaces if its

friction coefficient is 0.5 and it is having the mass of 15 kg?

2. A person is pulling a box filled that has a mass of 120 kg and frictional
force is 1000 N. Calculate frictional coefficient between box and floor.

3. A car weighing 2000 kg and has a frictional force of 40 N begins to slide on ice. Calculate the
frictional coefficient between the car and the ice.

4. Calculate the frictional force between two wooden surfaces if its friction coefficient is 0.8
and it is having the mass of 800 kg?

5. Calculate the normal force of an object that has a frictional force of 50 N and a friction
coefficient of .4 N.

6. From the problem above (#5), what is the mass of the object in kilograms?

42
 Hot Wheels Roller Coaster
Level Criterion A Criterion A
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
ii. apply scientific knowledge and understanding
1–2 to ​suggest solutions ​to problems set in ​familiar iii. ​apply ​information to make ​judgments​.
situations
ii. apply scientific knowledge and understanding iii. ​apply ​information to make ​scientifically
3–4
to ​solve problems ​set in ​familiar situations supported judgments​.
ii. apply scientific knowledge and understanding
to ​solve problems ​set in ​familiar situations ​and iii. ​interpret ​information to make ​scientifically
5–6
suggest solutions ​to problems set in ​unfamiliar supported judgments​.
situations
ii. apply scientific knowledge and understanding
iii. ​analyse ​information to make ​scientifically
7–8 to ​solve problems ​set in ​familiar and unfamiliar
supported judgments​.
situations
Background:​ The straightforward answer to ‘what is mechanical energy’ is that it is the sum of
energy in a mechanical system. This energy includes both kinetic energy (energy of motion)
and potential energy (stored energy). To calculate mechanical energy, simply add the total
kinetic energy and total potential energy together (ME= KE + PE).
Objects have mechanical energy if they are in motion and/or if they are at some position
relative to a zero potential energy position. A few examples are: a moving car possesses
mechanical energy due to its motion (kinetic
energy) and a barbell lifted high above a
weightlifter’s head possesses mechanical energy
due to its vertical position above the ground
(potential energy).
Kinetic energy​ is the energy of motion. An
object that has motion, vertical or horizontal
motion, has kinetic energy. There are many forms
of kinetic energy: vibrational (the energy due to
vibrational motion), rotational (the energy due to
rotational motion), and translational (the energy
due to motion from one location to another). To
calculate kinetic energy, use this equation: (KE =
½mv​2​). KE= ½ X mass X velocity​2​.
Potential energy​ is the energy stored in a body
or in a system due to its position in a force field or its
configuration. The standard unit of measure for
energy and work is the joule. The term “potential
energy” has been used since the 19th century. To
calculate potential energy, use this equation: (PE =
mgh). PE= mass X gravitational acceleration X height.
Because of the different components of

43
mechanical energy, it exists in every system in the universe. From a baseball being thrown to a
brick falling off of a ledge, mechanical energy surrounds us. Defining what is mechanical
energy is easy, but finding examples of it are even easier.

Goal:​ Your goal is to create a new Hot Wheels Roller Coaster for Carowinds! You will need to
apply the ideas of Kinetic and Potential Energy. You can secure the Hot Wheels track with
masking tape to a variety of cardboard boxes and other items. Your car must travel across the
entire track. See below for specific build directions and scoring for this activity. Read all of the
page before you decide to build anything. This will be a competition.

Parameters:
A. Must use ​AT LEAST​ 10 long pieces of track, but ​no more than​ 20 long pieces of track.
B. Must use ​AT LEAST​ 9 track connectors, but ​no more than​ 19 track connectors.
C. Must use ​ONLY​ Potential energy for initial propulsion.
D. You may secure track pieces to other objects, but this can only be done with masking
tape. No other tape is allowed on the roller coaster.
E. The starting hill ​CANNOT​ be greater than 50 centimeters in height.
F. Must have ​AT LEAST​ 2 additional hills of ​AT LEAST​ 15 cm high each for your car to travel
over.
a. Hills can be made out of cardboard boxes, textbooks, or other items that will not
provide additional energy to the car.
G. If a vehicle jumps, it must land back onto the track 2/3 times in the proper way.
a. This means totally back onto the track, not one wheel can be off the track.
b. The car also cannot be upside down or sideways.
Competition:
A. For the competition, the following scoring system will be in place.
a. The time it takes your car to ​travel from the bottle of your start ramp, to the
bottom of the 2nd hill​ will be measured.
i. Example: It takes 10.5 seconds for a car to travel this distance.
b. The height of the additional ramps will be measured.
i. You will get a 0.5 point deduction for every 2 cm a hill is over 15 cm.
ii. Example: My first hill measures 19 cm and my second hill measures 17 cm.
1. This means my 10.5 will be deducted by 1.5, thus scoring a 9.
B. Each group will have 2 runs of their device to ensure it works properly
a. The lowest score will be taken out of these 2 runs.
b. The following tie breaking rules will be in place in the following order:
i. Starting ramp height (Lower wins)
ii. First hill height (Higher wins)
iii. Second hill height (Higher wins)
iv. Rock-Paper-Scissors, best 2/3 wins.
v. NOTE:​ Ties will only be broken for the top 3 places in each class.

44
  
 
 
 
 
Design Log: ​You will have 1 class period to talk to your lab partner about how you will design
your roller coaster. There should be a design in the space below indicating the following:
- What your roller coaster will look like
- The height of your start ramp
- The height of your additional ramps
- The number of track pieces you will use
- The number of track connectors you will use
- Your teacher must sign your design log as approval before you build.

45
Conclusion:
Discuss how kinetic and potential energy were applied in your roller coaster.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Why does your car get slower as it travels down the roller coaster? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

How could have improved your design if you had unlimited resources and time?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the criteria at the beginning of the activity what should your score on this be? Why?
_____________________________________________________________________________
_____________________________________________________________________________

46
 Mechanical Energy  
Directions: ​Answer the following questions about mechanical energy.
Describe mechanical energy.
_____________________________________________________________________________
_____________________________________________________________________________

What is the equation for mechanical energy?

Describe kinetic energy.

_____________________________________________________________________________
_____________________________________________________________________________

What is the equation for kinetic energy?

Describe a situation where there is a lot of kinetic energy.

_____________________________________________________________________________
_____________________________________________________________________________

Describe potential energy.

_____________________________________________________________________________
_____________________________________________________________________________

What is the equation for potential energy?

Describe a situation where there is a lot of potential energy.

_____________________________________________________________________________
_____________________________________________________________________________

Describe a situation where there is both potential and kinetic energy.

_____________________________________________________________________________
_____________________________________________________________________________

47
 Calculating Energy 
Directions:​ Classify the following as a type of potential energy or kinetic energy (use the letters
K or P). (PE = mgh) ( KE = ½mv​2​) (g= 9.8m/s​2​)
1. A bicyclist pedaling up a hill _____ 2. An archer with his bow drawn _____
3. A volleyball player spiking a ball _____ 4. A baseball thrown to second base _____
5. The chemical bonds in sugar _____ 6. The wind blowing your hair _____
7. Walking down the street _____ 8. Sitting in the top of a tree _____
9. A bowling ball rolling down _____ 10. A bowling ball sitting on the rack _____

Directions:​ Solve the following word problems using the kinetic and potential energy formulas
(Be sure to show your work!)
11. Determine the kinetic energy of a 1000-kg roller coaster car that is moving with a speed of
20.0 m/s.

12. If the roller coaster car in the above problem were moving with twice the speed, then
what would be its new kinetic energy?

13. Missy Di Water, the former platform diver for the Ringling Brother's Circus had a kinetic
energy of 15,000 J just prior to hitting the bucket of water. If Missy's mass is 50 kg, then what
is her speed?

14. A cart is loaded with a brick and pulled at constant speed along an inclined plane to the
height of a seat-top. If the mass of the loaded cart is 3.0 kg and the height of the seat top is
0.45 meters, then what is the potential energy of the loaded cart at the height of the seat-top?

48
15. A 75-kg refrigerator is located on the 70​th​ floor of a skyscraper (300 meters above the
ground). What is the potential energy of the refrigerator?

16. The potential energy of a 40-kg cannonball is 14000 J. How high was the cannonball to
have this much potential energy?

17. An Airbus A380-800 weighs 544,310 kg and can fly at a rate of 564 mph at an altitude of
10,000 feet. Calculate the potential energy and kinetic energy of the plane.

18. The average skydiver weighs 100 kg. They typically just from the plane at 12,500 feet. If
terminal velocity is 120 mph, what is the potential energy and kinetic energy of the skydiver?

19. Create a word problem for kinetic energy and potential energy. Once you write, you must
also solve the problem.

49
 Design Activity: Concept Vehicles 
Design Activity:​ Design a vehicle made from materials from Ciambrone Auto Parts that can
travel at least three (3) meters under items own power.

Assessment Mini-Rubric:
1. Car is build within the budget constraints ($20.00)
with all materials purchased from Ciambrone Auto
Parts. Every item used is documented on the
Budget Log.
2. Car travels at least three (3) meters under its own
power without additional assistance.
3. Multiple trials have been run and are documented
with outcomes listed.
4. Conclusions have been drawn connecting your vehicle to each of Newton’s Laws of
Physics, Friction and Energy.
5. Design is original and could work in real world.

Project Questions:
What types of vehicles are currently being built that are new and innovative?
How can we design and engineer a vehicle to work in the real world?

Thinking Questions:
1. List the parts of a vehicle that are essential in making it work (at least 6).
2. Compare/contrast vehicles from 1918 and 2018.
3. What would happen if there was no more fossil fuels on Earth?
4. Would you rather use a vehicle that you can drive a long distance but using gasoline or a
vehicle that you can drive a short distance but using all clean energy? Why?
5. How would you feel if all vehicles draw themselves? Explain.
6. Why are some vehicle designs/ car companies more successful than others?
7. How will you design your vehicle using materials from Ciambrone Auto Parts?

Active Question:
If you were hired by a car company to design a vehicle for people your age, what features
would you include in the car? Explain your answer.

Directions:​ Answer the Thinking Questions and Active Question ​before​ doing the project
activity. Answer these on a separate piece of paper. We will discuss these as a class and you
will turn these in with your final product.

 
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Level Criterion A Criterion D
The student does not reach a standard identified The student does not reach a standard identified
0
by any of the descriptors below. by any of the descriptors below.
ii. apply scientific knowledge and understanding
iii. ​apply ​scientific language to communicate
1–2 to ​suggest solutions ​to problems set in ​familiar
understanding but does so ​with limited success
situations
ii. apply scientific knowledge and understanding iii. ​sometimes apply ​scientific language to
3–4
to ​solve problems ​set in ​familiar situations communicate understanding
ii. apply scientific knowledge and understanding
iii. ​usually apply ​scientific language to
to ​solve problems ​set in ​familiar situations ​and
5–6 communicate understanding ​clearly and
suggest solutions ​to problems set in ​unfamiliar
precisely
situations
ii. apply scientific knowledge and understanding iii. ​consistently apply ​scientific language to
7–8 to ​solve problems ​set in ​familiar and unfamiliar communicate understanding ​clearly and
situations precisely

Possible Materials (not all are always available at the Auto Parts Store):
Rubberbands Shoe Boxes Cereal Boxes
Cardboard Paper Plates Soda Cans
Paper Clothespin Tape
Straws Plastic Bottles Paper Clips
String Popsicle Sticks Toothpicks
CDs Bottle Caps Paper Bowls
Liquid Glue Balloons Wooden Dowels
Toilet Paper Rolls Paper Towel Rolls Wheels

Designing:​ After reviewing the car parts that are available, make a sketch of your concept car
in the box below. Label which materials you are using.

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Budget:​ Use this to keep track of your budget and the changes you make to your concept car.
You will will receive $20.00 credit to purchase items.
Budget Log
Item Quantity Cost per one Total Cost Remaining
item Credit
$20.00
Wooden Dowels 2 $1 $2.00 $18.00

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Testing:​ Once your design has been built, it is now time to test. Before you change anything,
run several tests to ensure the problem you are seeing is repetitive. If it is not, it may be a
result of operator error. Consider running three test runs before changing anything. You
should document each trial you have run in the space below. You must have at least ten (10)
test runs documented below.

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How did you apply Newton’s First Law during your engineering process.
_____________________________________________________________________________
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How did you apply Newton’s Second Law during your engineering process.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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How did you apply Newton’s Third Law during your engineering process.
_____________________________________________________________________________
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Describe how your car used potential and kinetic energy.

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Evaluation:
Based on the criteria at the beginning of the lab what should your score on this lab be? Why?
_____________________________________________________________________________
_____________________________________________________________________________

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 Study Guide: Hot Wheels Physics 
Directions:​ This study guide is a review of all topics we have covered in our Hot Wheels Physics
unit. Answer all the questions on this guide to prepare for the Physics Unit Test.

What is Newton’s First Law of Motion?

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_____________________________________________________________________________
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What is Newton’s Second Law of Motion?

_____________________________________________________________________________
_____________________________________________________________________________
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What is Newton’s Third Law of Motion?

_____________________________________________________________________________
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Write out the equation for speed.

Using the equation for speed, calculate the following problems.

Calculate the average speed
(in meters/sec) if Oliver
drives a golf cart 140 meters
in 10 seconds?
Imani steals her father’s car
which is parked outside of
Piedmont and drive it up I-77
to Mooresville, a distance of
28 miles. How long will it
take her if she evades police
and travels at an average of
85 mph?
How much time would it take
for an airplane from
Charlotte-Douglas Airport to
reach its destination if it
traveled at an average speed
of 790 Km/hr for a distance
of 5000 kilometers?

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Use the graph to the right to answer the
following three (3) questions.
What is the average speed of the car from
0-4 seconds?

What is happening from points A-B?

What is the average speed of the car from

16-21 seconds?

Draw the Force Diagram for the follow word problems. Calculate the Net Force and the
Direction of that Force.

A force of 30 N is applied to a A force of 15 N is applied to a A force of 145 N is applied to

Hot Wheels car, moving the
car to the right.
box that would move it to the
left. Another force of 27 N is
applied to a box that would
move it to the right.
a refrigerator, that would
cause it to move to the right.
Another force of 90 N is
applied to the refrigerator
that would cause it to move
to the right.

Net Force: ______ Net Force: ______ Net Force: ______

Direction:_______ Direction:_______ Direction:_______

Write out the equation for force.

56
Using the equation for force, calculate the following problems.

How much force is needed to What is the force on a 2000 How much force is needed to
accelerate a 80 kg skier at 4 kg elevator that is falling accelerate a 2000 kg car at 5
2​
m/sec​ ? freely at 9.8 m/sec​2​? m/sec​2​?

Use the graph to the right to answer

the following three (3) questions.
What is the average acceleration of
the bus from 0-5 seconds?

What is happening from points A-B?

What is the average acceleration of the bus from 16-21 seconds?

Write out the equation for momentum.

57
Using the equation for momentum, calculate the following problems.

A baseball has a mass of 0.34 A car weighing 3000 kg A car has a momentum of
kg. A pitcher throws a 60 m/s travels a speed of 80 m/s. 6000 kg m/s. If it weighs
fastball. What is the What is the momentum of 1500 kg, what is it’s speed?
momentum of the baseball? the car?

Identify and describe each type of friction. Provide an example of each.

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_____________________________________________________________________________

What is Mechanical Energy? Write the equation for this.

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What is Potential Energy? Write the equation for this.

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58
What is Mechanical Energy? Write the equation for this.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Using the equations for energy, calculate the following problems.

A cart is loaded with a brick Determine the kinetic energy The kinetic energy of a 40-kg
and pulled at constant speed of a 1000-kg roller coaster cannonball is 14000 J. How
along an inclined plane to the car that is moving with a fast was the cannonball
height of a seat-top. If the speed of 20.0 m/s. moving to have this much
mass of the loaded cart is 3.0 kinetic energy?
kg and the height of the seat
top is 0.45 meters, then what
is the potential energy of the
loaded cart at the height of
the seat-top?

 
 
 
 
 

59
 Reflection: Hot Wheels Physics 
Directions:​ Answer the following questions to Reflection on this unit.

Look back at all of the assignments you completed and determine which is your best work.
Explain why you feel this was your best work?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Look back at all of the assignments you completed and determined which one you struggled
with most. Explain why you feel this way.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Which IB Criteria (A, B, C or D) do you feel the best at? Explain why.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Based on the IB criterion what should your overall score on this unit be? Why?
_____________________________________________________________________________
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_____________________________________________________________________________

60
 Speed Session 
Directions:​ Use the space on the following pages to complete your Speed Session at the
beginning of each class period.

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