Reading two articles and contributing thoughtful questions and comments

Read the four articles, and write 5 comments for each article. Please indicate which paragraph you are commenting on.(see the example picture)

Contributing thoughtful questions and comments, and answer the question that I dropped, spread throughout the entire reading.

Cory : I remember, in high school, being amazed at how quickly
carts could travel on these tracks – air would blow up through
these tiny holes evenly distributed along the length of the track
and the cart would essentially float on the air and consequently –
the cart would move very quickly with the slightest push.
Aliso n : Although there is no way to create frictionless surfaces, I
find it interesting that we consider experiments “in the absence of
friction.” In a way, this relates back to Chapter 1.5 where we talked
about the importance of having too little or too much information in
our representations. In some cases, the friction is so insignificant
that we ignore it (simplifying our representation).
Beth: Does this only apply to solid surfaces? I feel as if a sub –
stance that floats on water either has negligible or very little friction.
Cory : Why is this? I don’t get it.
Aliso n : I b e lieve this applies to almost every surface, although I’m
not sure if water would count more as resistance than friction.
Anyways, the best example I could think of would be a surf board.
If people who were paddling in the same direction as the waves
experienced no resistance, they would continually speed up, and
eventually reach very high speeds. However, in reality if they were
two stop paddling they’d slow down and only the waves would
slowly push them to shore.
Beth: Is it possible to have a surface, in real life, that inflicts NO
friction at all?
Beth: Doesn’t air resistance factor into this at all?
– Alison :The key word is “appreciably”. In the absense of friction,
the cart does not slow down appreciably but still would a little due
to air resistance
Cory: a) yes b) concrete has the acceleration of greatest magnitude
Beth: I would think that they are not constant because if we
think of the formula F=ma, the force of friction is different in every
case.
Aliso n : :As a theoretical question about inertia, if an object in
motion will stay in motion, but is being affected by friction, will it
slow down perpetually but remain in motion, or will it eventually
stop completely due to the friction? Just curious.
Beth: With friction everything slows down to a half at one point
or another. It is only if an outside force acts on the object if that
object will maintain motion after the effects of inertia.
Cory: Standard carts: identical carts in mass, shape, etc. I like
this notion of standard carts, it provides a good baseline to compare
other motion and to understand the concepts before building on it.
Cory : Great visual representation of friction! It is interesting how
this compares the velocity of things on different surfaces
Aliso : n : The rougher the surface, the more friction between the
surface and the wooden block, and thus acceleration will be greater.
CONCEPTS
76 MOMENTUM
In the preceding two chapters, we developed a mathematical
framework for describing motion along a
straight line. In this chapter, we continue our study of
motion by investigating inertia, a property of objects that
a ects their motion. e experiments we carry out in
studying inertia lead us to discover one of the most fundamental
laws in physics—conservation of momentum.
4.1 Friction
Picture a block of wood sitting motionless on a smooth
wooden surface. If you give the block a shove, it slides some
distance but eventually comes to rest. Depending on the
smoothness of the block and the smoothness of the wooden
surface, this stopping may happen sooner or it may happen
later. If the two surfaces in contact are very smooth and
slippery, the block slides for a longer time interval than if
the surfaces are rough or sticky. is you know from everyday
experience: A hockey puck slides easily on ice but not
on a rough road.
Figure 4.1 shows how the velocity of a wooden block
decreases on three di erent surfaces. e slowing down is
due to friction—the resistance to motion that one surface or
object encounters when moving over another. Notice that,
during the interval covered by the velocity-versus-time
graph, the velocity decrease as the block slides over ice is
hardly observable. e block slides easily over ice because
there is very little friction between the two surfaces. e
e ect of friction is to bring two objects to rest with respect
to each other—in this case the wooden block and the surface
it is sliding on. e less friction there is, the longer it
takes for the block to come to rest.
You may wonder whether it is possible to make surfaces
that have no friction at all, such that an object, once given
a shove, continues to glide forever. ere is no totally frictionless
surface over which objects slide forever, but there
are ways to minimize friction. You can, for instance, oat an
object on a cushion of air. is is most easily accomplished
with a low-friction track—a track whose surface is dotted
with little holes through which pressurized air blows. e
air serves as a cushion on which a conveniently shaped object
can oat, with friction between the object and the track
all but eliminated. Alternatively, one can use wheeled carts
with low-friction bearings on an ordinary track. Figure 4.2
shows low-friction carts you may have encountered in your
lab or class. Although there is still some friction both for
low-friction tracks and for the track shown in Figure 4.2, this friction is so small that it can be ignored during an
experiment. For example, if the track in Figure 4.2 is horizontal, carts move along its length without slowing down appreciably. In other words:
In the absence of friction, objects moving along a hori zontal track keep moving without slowing down.
Another advantage of using such carts is that the track constrains the motion to being along a straight line. We can
then use a high-speed camera to record the cart’s position at various instants, and from that information determine its speed and acceleration.
4.1 (a) Are the accelerations of the motions shown in
Figure 4.1 constant? (b) For which surface is the acceleration
largest in magnitude?
4.2 Inertia
We can discover one of the most fundamental principles of
physics by studying how the velocities of two low-friction
carts change when the carts collide. Let’s rst see what happens
with two identical carts. We call these standard carts
because we’ll use them as a standard against which to compare
the motion of other carts. First we put one standard
cart on the low-friction track and make sure it doesn’t
move. Next we place the second cart on the track some distance
from the rst one and give the second cart a shove toward
the rst. e two carts collide, and the collision alters
the velocities of both.
Figure 4.1 Velocity-versus-time graph for a wooden block sliding on
three di erent surfaces. e rougher the surface, the more quickly the
velocity decreases.
vi vf
vi vf
vi vf
vx
t
ice
polished wood
concrete
polished wood
concrete
ice
x
x
x
Figure 4.2 Low-friction track and carts used in the experiments described
in this chapter.
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Assuming these annotations are representative of these students’ annotations for this assignment (and also that their annotations are distributed throughout
the entire assignment and submitted on time), they would obtain the following evaluations for their body of annotations:
Meets expectations: Alison’s annotations reveal the interpretation of the text and demonstrate his understanding of concepts through analogy and synthesis of multiple concepts. His responses are thoughtful explanations with substantiated claims and/or concrete examples.
He also poses a profound question that goes beyond the material covered in the text. Finally, he applies understanding of graphical representation to explain the relationship between concepts.
Improvement needed: While Beth asks possibly insightful questions, she does not elaborate on thought process. She demonstrates superficial reading, but no thoughtful reading or interpretation of the text. When responding to other students’ questions, she demonstrates some thought but does not really address the question posed.
Deficient: Cory’s annotations have no real substance and do not demonstrate any thoughtful reading or interpretation of the text. His questions do not explicitly identify points of confusion. Moreover, his annotations are not backed up by any reasoning or assumptions.

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