STS B1 Class: Name: Date:

Data analysis

B1 How fast can we run?

S T S activity

Related topics:
■ Speed, velocity and
acceleration (5.1)
■ Motion graphs (5.2)
Can you finish running 100 m within 10 s? The fastest person in the world
can run 100 m in 9.78 s. Do you know how his speed changes during this
period? In this activity, you will find out more about the motion of the
sprinter (短跑運動員). You will also use the athletic records in your schools
to do some analysis.

1 Speeds of the kings and queens of sprint

On September 14, 2002, the

world saw a sprinter run
faster than anyone in the
history of athletics — Tim
Montgomery (USA).

Fig B1-1

Questions
1 Complete Tables B1-1 and B1-2:
(a) Visit the web site of the International Association of Athletics
Federations http://www.iaaf.org/statistics/records/index.html
to find the names and results of the world records.
(b) For each event, calculate the average speed.

■ Men’s world record:

Event Name / Team Year Results Average speed / m s–1

100 m Tim Montgomery 2002 9.78 s 10.22

200 m Michael Johnson 1996 19.32 s 10.35

400 m Michael Johnson 1999 43.18 s 9.26

4 × 100 m relay USA Olympic Team 1993 37.40 s 10.69

Table B1-1

62 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B1

■ Women’s world record:

S T S activity
Event Individual / Team Year Results Average speed / m s–1
100 m F. Griffith Joyner 1988 10.49 9.53

200 m F. Griffith Joyner 1988 21.34 9.37

400 m Marita Koch 1985 47.60 8.40

4 × 100 m relay East Germany 1985 41.37 9.67

Table B1-2

Note: The actual answer 2 In which of the above events is the average speed highest?
depends on the data
collected (a) 4 × 100 m relay
Men’s: .................................................................................................

(b) 4 × 100 m relay

Women’s: ............................................................................................

3 The speed-time graph of Montgomery’s 100-m world-record event is

shown in Figure B1-2.

speed / m s –1
Recall Ss that the slope 12
of a speed-time graph is
the acceleration. The 11
curve is not perfect average
10 speed
because it shows a non-
=10.22 m s–1
zero acceleration at the
9
start of the race, which is
out of our expectations. 8
The speed should
increase quickly starting 7
from zero. Of course, the
runners should not made 6
a false start.
5

1 2 3 4 5 6 7 8 9 10 11 12
time / s

Fig B1-2

(a) Describe Montgomery’s motion in the event.

From 0 to about 6.4 s, his speed increased with a diminishing acceleration. At

about 6.4 s, maximum speed (11.9 m s–1). Relatively constant speed afterwards.

© Oxford University Press 2003 New Physics at Work 63

 STS B1 Class: Name: Date:

(b) What is his highest speed in the event? When did he achieve this
S T S activity

speed?
His highest speed in the event is 11.9 m s–1 at about 6.4 s.

(c) On the speed-time graph, draw the line of average speed. What is
the relationship between the area under the average speed line
and the area under the original speed-time graph?
The areas are the same (same distance travelled).

2 What are your school’s records?

1 Table B1-3 shows the records of Hong Kong inter-school athletic meets
(Grade A). For each event, calculate the aravage speed.

Inter-school
Event Sex School Year Record Average speed / m s–1
100 m M Wah Yan College, Kowloon 1996 10.51 s 9.51

100 m F St. Stephen’s College, Stanley 1995 12.11 s 8.26

200 m M Diocesan Boys’ School 1997 21.60 s 9.26

200 m F St. Stephen’s College, Stanley 1994 25.25 s 7.92

400 m M Diocesan Boys’ School 1964 49.10 s 8.15

400 m F Diocesan Girls’ School 1999 58.29 s 6.86

4 × 100 m M St. Stephen’s College, Stanley 1996 42.63 s 9.38

4 × 100 m F Good Hope School 1997 51.21 s 7.81

Table B1-3

2 Try your best to collect the corresponding records of your school so

that you can make comparison between your school and other schools.

Your School
Event Sex Individual/House name Year Record Average speed / m s–1
100 m M
100 m F
200 m M
200 m F
400 m M
400 m F
4 × 100 m M
4 × 100 m F

Table B1-4

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 Class: Name: Date: STS B1

Ss’ sketches may vary. 3 Using your own experience in running, try to sketch in different

S T S activity
colours in Figure B1-3
(a) the speed-time graph of the record holder of your school (or the
Hong Kong inter-school athletic meets) in 400 m race,
(b) the speed-time graph of the 4 × 100-m relay event.

speed / m s –1 Yellow House (4 × 100 m)

Tsang Pui Yee (400 m)

take-over
take-over
take-over

0 time / s
1:03.5 s 1:19.5 s
Fig B1-3

(c) What can you say about the areas under the speed-time graphs of
4 × 100-m relay and 400-m event?
The area under the 2 graphs (i.e. distance travelled) are the same.

© Oxford University Press 2003 New Physics at Work 65

 STS B2 Class: Name: Date:

Issue

B2 Newton’s first law applied: seat-belt in

S T S activity

car safety

Related topics:
■ Newton’s first law (6.1)
■ Momentum and impact
(8.1)
By Newton’s first law, if a car travelling at a high speed suddenly stops, the
driver and the passengers inside continue to move forwards at high speed.
They may hit the dashboard and windscreen and get serious injuries or
even killed.

Seat-belts are installed in vehicles to protect the drivers and passengers in

car accidents. What happens if a passenger does not wear seat-belt when
an accident happens? Should everyone in any vehicle wear seat-belts by
law? Let’s find out in this activity.

1 Seat-belt and traffic accident

(From Road Safety Council’s leaflet

http://www.roadsafety.gov.hk/en/library/publicity.htm
> Drivers and passengers must wear seat belts)

Fig B2-1

66 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B2

Read the following newspaper article.

Not wearing seat-belts
Driver and passenger killed in car accident
A serious accident occurred in
Sai Kung yesterday morning. A
private car was suspected to
have lost control on Clear Way
Bay. It hit the crash barrier and
the driver and passenger were
thrown out of the car. After
investigation, the police
believed that someone was
speeding and caused the
accident.
S T S activity
Both victims did not seem to be
wearing seat-belts when the
accident happened. They were
thrown out of the car when the
car hit the barrier. The female
driver died instantly while the
male driver was knocked down
by the taxi behind and was
certified dead on arrival at the
hospital.
(30 October 2002)

No written answers
required. Guide Ss to
describe the speed of
car before accident, how
the seat-belt helped to
reduce injury.
Discussion
1 Have you ever been involved in car accidents? If yes, did you wear a
seat-belt when the accident occurred? Share your experience.
2 Using Newton’s first law, explain why the driver and passenger were
thrown out of the car in the accident. Hence, determine if there is any
force throwing them out of the car in the accident.
On impact, the car stops suddenly, whilst the driver and passengers have the inertia to

move forwards with the speed of the car just before impact. So, actually there is no

force throwing them out of the car in the accident.

3 How does the seat-belt protect the passenger in the event of an

accident?
The seat belt provides the external force to stop the passenger from moving forwards

hitting the dashboard and windscreen.

4 Do you think the driver has the responsibility to ensure that all
passengers in his/her car wear seat-belt?
Answer varies among Ss. Suggestion: Yes, the driver should ensure that everyone has

put on the seat-belt before starting the car because he/she needs to ensure the safety

of his/her passengers.

© Oxford University Press 2003 New Physics at Work 67

 STS B2 Class: Name: Date:

5 Effective from October 1, 1999, drink driving has become a traffic

S T S activity

offence. Go to the web site of Transport Department

www.info.gov.hk/td/eng/advice/drink_4.html and find out how alcohol
affects driving.
Alcohol affects driving in several ways:

■ Weakens judgement of speed and distance

■ Increases reaction time

■ Affects the co-ordination of the body’s movements

■ Blurs vision

■ Gives a false sense of confidence

6 Do the passengers have the responsibility to stop the driver from

driving if he/she has been drinking? What should be done next?
Answer varies among Ss. Suggestion: Yes, a person who has had alcohol must not be

allowed to drive. Arrange for a non-drinker to drive, take public transport or a taxi.

2 Seat-belt for everyone?

The Government has been
implementing, in stages, the
mandatory use of seat-belts
by drivers and passengers of
different types of vehicles.
The latest is to require taxi
passengers to wear seat-belts
with effect from
1 January 2001.

(From Road Safety Council’s leaflet

http://www.roadsafety.gov.hk/en/library/p
ublicity.htm> Drivers and passengers
must wear seat belts)

Fig B2-3

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 Class: Name: Date: STS B2

Discussion

S T S activity
1 The present traffic laws do not require persons on certain types of
vehicles from wearing seat belts (see the above pamphlet). Who are
these persons?
Passengers on light buses, goods vehicles and buses are not required to wear seat belts.

2 Do you think these persons should be required by law to wear seat-

belts?
Answer varies among Ss but should consider safety aspects. Suggestion: Yes, because

seat-belts can reduce injury in case of traffic accidents.

3 The maximum penalty for not wearing seat-belts is a fine of $5 000

and imprisonment of 3 months. Besides penalty, what more can be
done to get people to wear seat-belts?
Answer varies among Ss, suggestion: More educational publicity on the use of seat belts.

Install seat-belt on every seat in all vehicles.

© Oxford University Press 2003 New Physics at Work 69

 STS B3 Class: Name: Date:

Investigation

B3 Falling paper cake case

S T S activity

Related topics:
How does the speed change when a light object falls from a height? In this
■ Air resistance and activity, you find out how paper cake case falls from your school building.
terminal speed (6.1)
It’s great fun! Do try it out (under your teacher’s supervision)!
Apparatus:
■ several paper cake
cases
■ 1 stop-watch
Procedure
■ 1 sheet of graph paper 1 Form groups of 4 to 5 students.
■ 1 piece of string with
small mass (e.g. 2 One student acts as the time-keeper and stays on the ground floor.
pendulum bob)
attached
3 One student stands by in the corridor of each floor and drops a paper
■ long ruler (e.g. metre
cake case to the ground (Fig B3-1).
ruler)

Paper cake case can be paper cake case

purchased from
supermarket.

Note: the result will be

better if there is no wind.

Fig B3-1
stop-watch

4 The time-keeper on the ground floor records the time taken by the
paper cake case to fall from each floor. Take the average of at least
three trials from each floor.

5 Measure the height h of each floor above the ground using a piece of
long string with a small mass attached to its lower end.

6 Tabulate your results in Table B3-1. For each height calculate the
average time taken t and the average speed –v .

70 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B3

S T S activity
Height Time Time Time Average Average
fallen h / m (1st trial) / s (2nd trial) / s (3rd trial) / s time t / s speed –v– / m s–1
1/F: 3.24 1.67 1.94

2/F: 6.21 2.48 2.50

3/F: 8.81 3.46 2.55

4/F: 11.61 4.49 2.59

5/F:

Table B3-1

7 Plot the height fallen against time taken in Figure B3-2.

height fallen / m

11

10

0
1 2 3 4 5
time / s

Fig B3-2

© Oxford University Press 2003 New Physics at Work 71

 STS B3 Class: Name: Date:

Discussion
S T S activity

There is some 1 Describe the shape of the graph plotted. Hence, determine the type of
acceleration when the motion (i.e. uniform speed, uniform acceleration…) of the falling of
distance is short, e.g. on
paper cake case.
the 1/F. The paper cake
case reaches terminal Th graph plotted is a straight line passing through the origin. The paper cake case falls
The
speed after that. Ts may
elaborate the graph with uniform speed. (The average speed is constant with the exception of the 1/F data.)
below according to their
Ss.

h 2 Explain briefly why the falling of paper cake case cannot be

considered as free falling.
It is because the weight of paper cake case is quite small that the air resistance is not

t negligible.

constant
speed
acceleration
3 Suggest two ways to increase the speed of the paper cake case.
Teachers should note
Increase the mass of the paper cake case by sticking a massive object with it.
that Ss may think that
whenever an object (light Reduce the surface area of the paper cake case by gripping it into a lump.
one) falls under gravity
with air resistance, the
speed is constant
throughout.
Perhaps Ss should be
suggested to try on a
‘loaded’ paper cake
case, hopefully the
average vertical speed The paper cake case falls in air at a constant speed when its weight is
would increase with balanced by the air resistance. The net force acting on the paper
....................................
height fallen. Then the
average speed remains
cake case is ....................................
zero and it falls with a constant speed called the
the same even with terminal
.................................... speed.
increasing height.

72 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B4

Reading/Investigation

B4 Aeroplane losing height in an air

S T S activity
turbulence

Related topics:
Have you ever experienced weightlessness? You may have experienced a
■ Free fall motion (5.5)
loss of weight in a lift when it accelerates downwards. But it can be more
■ Weightlessness (6.3)
frightening when an aeroplane loses height in an air turbulence.

In normal flight, a passenger feels his/her weight supported by the seat of

the aeroplane. When the aeroplane meets air turbulence, it can accelerate
downwards and drop a great distance within a short time. During this time,
the passengers also fall and experience weightlessness.

Let’s find out what happens when

an aeroplane loses height.

1 A piece of news
Read the following newspaper clipping.

Cathay’s night flight met turbulence,

21 thrown injured
A flight incident of a Cathay
Pacific airbus created tense
atmosphere at the Hong Kong
International Airport yesterday.
The airplane from Indonesia
encountered air turbulence on
its way to Hong Kong. 21
passengers were sent to hospital
as a result of the shocking
vibrations of the plane.
The plane shook rigorously
without any prior warning.
Although it lasted for less than
10 seconds, passengers not
wearing seat-belt experienced
real ‘flying’: their heads hit the
ceiling after which they fell back
to their seats. Most of them got
hurt in their neck.
Mrs Lai, who had the luck of
wearing the seat-belt at the
time, said: ‘When the ceiling
broke open, I could see the
machineries and circuits
inside… the passengers lost
control and panicked. People
screamed and I could not help
doing so too.’

© Oxford University Press 2003 New Physics at Work 73

 STS B4 Class: Name: Date:

Discussion
S T S activity

1 What is the acceleration of the fall of the passengers when they are
‘flying’?
The passenger falls with acceleration due to gravity g (slightly lower than 10 m s–2 since

the aeroplane is at an altitude).

2 How does this compare with the fall of the aeroplane if it results in
passengers hitting the ceiling of the aeroplane?
The passengers’ acceleration should be smaller than that of the aeroplane.

Notes: Acceleration is a
vector quantity. It has both
magnitude and direction.
3 If you were an observer standing still on the ground, by drawing
arrows, show the accelerations of the aeroplane and the passengers
(who got hurt) during normal flight (Fig B4-1) and when they met air
turbulence (Fig B4-2).

during normal flight

a airplane = 0 a passenger = 0
Fig B4-1

meets air turbulence

a airplane > g a passenger = g

Fig B4-2

Apparatus: 2 Activity: simulating the fall of aeroplane

■ 1 wooden block (or
other objects)
You will simulate the situation in a falling aeroplane in the following
activity.

Procedure
1 Put an object such as a wooden
block on your palm. Feel the
object’s weight.

Fig B4-3

■ aeroplane
The hand represents ........................... (aeroplane/passenger); the
passenger
wooden block represents ........................... (aeroplane/passenger).

74 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B4

2 Move your hand downwards

S T S activity
slowly. This simulates an
aeroplane lowering its height
in the normal way.

Fig B4-4

If the hand moves down ■ the same

The weight of the object seems to be ........................... (smaller/
slowly and steadily, i.e. the same/larger).
no acceleration

3 Adjust your hand’s downward motion so that the object just leaves
your hand. This simulates the aeroplane meeting an air turbulence
and falling suddenly.
Notes: Instead of ■ cannot
The hand ........................... (can/cannot) feel the weight of the
‘acceleration’, Ss may acceleration
object. The hand and the object both fall with the same ........................
give answer such as
‘velocity/speed’. This
should be considered as
correct but they do not
see that the ‘rate of
change of 1 When an aeroplane loses height in an air turbulence, the passengers hit
velocity/speed’ is also
the ceiling if the acceleration of the aeroplane is ....................................
greater
the same. If this
happens, Ts should (greater/smaller) than that of the passengers.
encourage Ss to think
further by marking on 2 In order to reduce the chance of injury in the event of an air
their Activity Book ‘How turbulence, passengers should, as far as possible, wear
about the rate of change seat-belts
.................................... all the time during the flight.
of velocity/speed?’.

© Oxford University Press 2003 New Physics at Work 75

 STS B5 Class: Name: Date:

Investigation

B5 Measuring the acceleration of a vehicle

S T S activity

by a hanging mascot

Related topics:
■ Newton’s second law Some car owners hang decorative objects (e.g. mascots) from the rear-view
(6.2)
mirror (Fig B5-1). When the car accelerates, the cord hanging the object
■ Tension and weight
forms an angle with the vertical. Have you ever noticed this?
(6.3)
■ Resolution of forces
In this activity, you will learn how to find the acceleration of a vehicle from
(6.4)
the angle measured, and will use this method to find the acceleration of an
Apparatus: MTR or KCR train.
■ 1 protractor
■ 1 mascot (e.g. a
pendulum bob)
suspending string

tension T

mascot of mass m

weight mg

acceleration a
Fig B5-1 Fig B5-2

Procedure
1 (a) Use a small object, e.g. a pendulum bob, as the mascot.
(b) Suspend this from the rear-view mirror of a car or set this up in
an MTR or KCR train carriage.
(c) Hold the protractor beside the hanging mascot.

76 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B5

2 Derive an expression for the acceleration a from Figure B5-2 as

S T S activity
follows.

■ Resolve the tension of the string into vertical and horizontal

components.
Let T be the tension in the string and θ be the angle between the string and the vertical.

Vertical component of tension T = T cos θ

Horizontal component of tension T = T sin θ

■ Apply Newton’s second law to the vertical and the horizontal

directions. Hence find an expression for a in terms of m, g and θ.
Vertically: T cos θ = mg . . . . . . . . . . . . (1)

Horizontally: T sin θ = ma . . . . . . . . . . (2)

Combining (1) and (2): a = g tan θ

3 Measure the angle θ between the suspending string of the object and
the vertical as the car or train accelerates (e.g. when the motion is just
started). Calculate the acceleration of the car or train using the
expression derived in 2.
Initial acceleration of θ = ......................................................
MTR train as it leaves a
station is around 1 m s–2. a = ......................................................

1 greater
The greater the acceleration of the car, the .................................... is the
angle between the suspending cord and the vertical.

2 When the car accelerates, the ....................................

horizontal component of the
tension keeps the hanging mascot accelerating at the same rate as the
car.

© Oxford University Press 2003 New Physics at Work 77

 STS B6 Class: Name: Date:

Issue

B6 How to reduce street level air pollution?

S T S activity

Related topics: Energy enables us to do work. For example, motor cars change chemical
■ Energy (Ch 7) energy in fuels to kinetic energy of objects. They make our lives easier. But
using energy causes problems to the environment. Burning fuel produces
harmful gases and particulates, which pollute the air. Using transport too
heavily will also use up our limited energy resources more quickly (Fig B6-1).

Fig B6-1

How would you use the petrol/diesel vehicles so as to reduce energy

consumption and protect the environment? What should the Government
do? Let’s find out more in this activity.

1 Problems of air pollution and its solution in

Hong Kong

Street level air pollution

Diesel vehicles (such as trucks, buses and light buses) contribute much to
street level air pollution. They emit 98% of the particulates and 75% of
the nitrogen oxides of all the vehicles. These pollutants are sandwiched
between the buildings along our busy roads.

Comprehensive Vehicle Emissions Control Programme

In 2000, the government embarked on a comprehensive vehicle emissions
control programme to address the problem of the rapid growth in vehicle
numbers and kilometers driven. This programme aims at reducing
particulate emissions from motor vehicles by 20% and nitrogen oxides by
30% by the end of 2005.

78 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B6

Visit the web site of the Environmental Protection Department

S T S activity
http://www.epd.gov.hk/epd/english/environmentinhk/air/prob_solutions/
cleaning_air_atroad.html to see details of the following 5 main strategies.

1 fuel and vehicle emission standards.

Adopt tighter .......................................

2 diesel
Adopt cleaner alternatives to ........................... where appropriate.

Fig B6-2

■ The taxi in Figure B6-2 operates on liquefied petroleum gas (LPG).

carbon
This fuel contains low ........................... content, which significantly
particulates nitrogen oxides
reduces the emission of ........................... and ...........................

■ State another environmental friendly energy source that vehicles

can practically operate on.
Electricity

3 Control emissions from the remaining

trap pollutants
diesel with devices that ...........................

■ The device in Figure B6-3 is a

catalytic converter It is fitted in the
........................................
exhaust pipe
........................................ to reduce or trap
particulates and
........................................
smoke emissions
........................................

Fig B6-3

4 inspections
Strengthen vehicle emission ........................... enforcement
and ...........................
against smoky vehicles.

5 maintenance
Promote better vehicle ........................... and eco-driving habits.

■ Give one eco-driving habit.

Switching off engines while waiting.

© Oxford University Press 2003 New Physics at Work 79

 STS B6 Class:
S T S activity
The suggested answers
here are just for Ts to
inspire their Ss if they
have no idea to start
with. Giving these
suggested answers to
Ss directly will
encourage rote-learning
of the topic.
80 New Physics at Work
Name: Date:
2 Can we do more to protect our environment?
1 Some schools (especially in the New Territories) have allocated
parking areas for bicycles allowing students to ride their bikes to
school. Do you prefer this mode of transport? Do you think it is
suitable and feasible for you?
Answers vary among Ss.
Not feasible: ■ For Ss who have to cross the harbour or go through tunnel which
does not allow bicycle
Not suitable: ■ For Ss who live very far away from school
■ Busy traffic on the road is too dangerous for cycling
Suitable or feasible: ■ Bicycle lane between home and school is available
■ School encourage this mode of transport
2 Suggest reasons why the government encourages citizens to take
public transport instead of private cars as far as possible.
■ Reduce the number of private cars running on roads, hence reducing the amount of
pollutants due to private cars.
■ Reduce problems associated with traffic congestion.
■ Reduce the total energy consumption in the city.
3 Suggest some ways to restrict or reduce the use of private cars.
■ Impose tax on new car/fuel
■ through education
4 Suggest reasons why private cars can never be replaced by public
transport?
■ Fixed route and schedule of public transport
■ Not justified to build public transport if only a small amount of citizens is served.
5 What can you do to help in relieving the street level air pollution in
Hong Kong besides encouraging citizens to use more public transport
or to ride on bikes?
■ Use LPG/ electricity as fuel
■ Use catalytic converter
© Oxford University Press 2003
 Class: Name: Date: STS B7

Issue/investigation

B7 Falling objects can kill!

S T S activity
E

Related topics:
■ Momentum and impact
(8.1)
■ Free fall (5.5)
Falling objects have caused many deaths and injuries in the past years. The
problem has become more serious as buildings in Hong Kong are
becoming taller and taller. Some residential buildings are as high as 300 m
(over 70 stories). We can understand the physics of the issue better by
finding the average force of impact of a falling object on the ground.

Table B7-1 gives the statistics of falling objects in the past few years.

Year No. of cases reported No. of prosecutions

1990 381 159
1991 324 123
1992 339 125
1993 391 142
1994 434 196

This activity is best 1995 500 215

started by showing a 1996 499 206
video of the government
public education 1999 502 168
programme on ‘falling
objects can kill’ which is
2000 423 150
broadcast regularly on 2001 366 107
TV. Alternatively, show a
piece of recent news on
Table B7-1 Cases of falling objects (figures from the Hong Kong Police).
falling objects.

In this activity you will carry out an investigation to estimate the impact force
caused by, for example, a dry cell (AAA size) falling from a height. You will
use data-logging equipment for the experiment.

© Oxford University Press 2003 New Physics at Work 81

 STS B7 Class: Name: Date:

1 A piece of news
S T S activity

Read the following newspaper clipping and answer the questions.

Teenager hit by falling window frame

During typhoon yesterday, a
loose window frame fell from
the 27th floor of a building and
hit a boy who was on his way
home.
The boy, 15, suffered injuries in
his head and vertebra. The
window frame did not hit him
directly as he was shielded by
his umbrella.
The window frame, measured
22.2'' wide and 38'' long, is
believed to have fallen from the
27th floor. It is estimated that the
window frame hit the boy with
at least a speed of 130 km h–1.

■ Estimate the average height of a floor in residential buildings in

Hong Kong.
about 2.5 m

■ Do you think the speed estimation in the article is reasonable?

Let’s verify it by calculation.
By v = A1
21
g1
h

By v = A1
21× 11
11
10 × 1
11 × 2.5
111
27 11

= 36.7 m s–1 (or 132 km h–1)

■ Should you adjust your result to show the real situation? Why?
Yes. It is because there is air resistance. The falling window frame should not attain the

full acceleration of gravity. OR when the air resistance balances the weight of the

window frame, it will no longer accelerate and fall with terminal speed. Therefore, the

result in 1 is the maximum possible speed. The real speed should be smaller.

82 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B7

Apparatus:
2 Experiment

S T S activity
■ 1 force sensor
1 data-logger dry cell
■
Procedure
■ 1 computer with data-
logging software 1 (a) Attach a card say
installed 5 cm × 5 cm to
■ 1 dry cell (AAA size) the force sensor
■ 1 piece of card which is placed
on the ground.
Note: The card makes it
easy to aim the dry cell at
(b) Connect the force
the force sensor and to sensor to the
ensure that the impact force data-logger and in
on the sensor is uniform. turn connect the
data-logger to the card
computer.
(c) Run the data-
logging program
on the computer force sensor

(Fig B7-1). Fig B7-1

2 (a) Start data-logging and drop a dry cell from a height of 2-3 m to hit
the force sensor.
(b) Note and save the F-t graphs obtained.
(c) Paste or sketch the graph as shown on the computer screen in
Figure B7-2.

Fig B7-2

© Oxford University Press 2003 New Physics at Work 83

 STS B7 Class: Name: Date:

3 From the F-t graph,

S T S activity

■ find the impulse of force from the area under the graph and the
impact time (width of the bell-shaped curve). Hence calculate the
average impact force.
0.24
Impulse of force = area under graph = .................................... Ns
1.476 – 1.469 = 0.007
Impact time = .................................... s
34.3
Average impact force = .................................... N

■ Compare the average impact force with the weight of the dry cell.
0.0116
Mass of dry cell (AAA size) = .................................... kg
0.116
Weight of dry cell = .................................... N
34.3
Average impact force = 296
0.116
= ....................................
Weight

■ Comment on the results.

The average impact force is almost 300 times the weight of the falling object. If the

object had fallen from a greater height, the impact would be much greater. That is why

falling objects can kill even if their weight is small.

84 New Physics at Work © Oxford University Press 2003

 Class: Name:
Issue
B8 Should bull bars be fitted to vehicle
E
Related topics:
■ Momentum and impact
(8.1)
Note: Visit the web site of
the Transport Department
http://www.info.gov.hk/td/
eng/whatsnew/
consultation.htm for more
information on the proposal.
© Oxford University Press 2003
Date: STS B8
S T S activity
fronts?
Bull bars are fence-like attachments
fitted to car bumpers (Fig B8-1).
In January 2002, the Transport
Department proposed to ban the
use of aggressive (具殺傷力的) bull
bars. Such proposal was strongly
objected by the owners of four-
wheel-drive (4WD) vehicles. In this
activity, you will look at their
arguments and use your physics Fig B8-1
knowledge to analyze how bull bars
could affect the safety of the driver
and road users.
1 The Transport Department’s proposal
Read the reasons supporting the Transport Department’s proposal and
answer the questions.
1 Bull bars are designed mainly for protecting the
vehicle from impact with large animals in wild areas.
They are mostly unnecessary for on-road vehicles
other than for decoration.
2 Bull bars are fence-like structures and are mostly
harder that the vehicle body. Rigid bull bars can cause more damage
to road users (driver, passengers and pedestrians) than if they are not
fitted in the event of a collision.
3 It is believed that some pedestrians who were killed or seriously
injured in low speed accidents involving vehicles fitted with steel bull
bars could otherwise have escaped serious injury.
4 Bull bars are particularly dangerous in accidents involving young
children, as the main heavy-duty cross bar is at their head height.
5 The use of aggressive bull bars has become a trend, so the danger is
rising.
New Physics at Work 85
 STS B8 Class: Name: Date:

6 European vehicle manufacturers have agreed to ban rigid bull bars

S T S activity

from fitting onto their vehicles effective from 1 January 2002.

7 Since not all bull bars are aggressive, the Transport Department has
agreed to provide a list of approved bull bars, updated from time to
time, to the public for reference.

8 To improve safety to all road users, Transport Department proposes to

ban all aggressive bull bars fitted to the front of all on-road vehicles.

Discussion
1 Bull bars are first fitted in 4WD vehicles. What is their primary
purpose?
Bull bars are designed mainly for protecting the vehicle from impact with large animals in

wild and remote areas.

2 Use your knowledge in physics, imagine and explain why engineers of

the Transport Department claimed that bull bars are likely to cause
more injuries to the driver and passengers as well as pedestrians in
the event of a collision.
Bull bars are fence-like structures. Bull bars are mostly harder than the vehicle body.

During collision, the bull bar reduces the time of impact.

mv – mu
By F = , the force of impact is increased.
t

The injuries to the road users will be more serious than if bull bars are not fitted.

3 Has the Transport Department put forward any research figures to

show that the bull bars actually increase the death rates in car
accidents?
No, it has not.

86 New Physics at Work © Oxford University Press 2003

 Class: Name:
Note: Visit the web site of
United 4X4 Hong Kong
http://www.4x4unitedhk.com
for more information.
© Oxford University Press 2003
Date: STS B8
2 United 4X4 Hong Kong: ‘What’s wrong with
S T S activity
the bull bars?’
Hear the voices from the United 4X4 Hong Kong (香港四驅車大聯盟) and
analyze their views.
There are no similar laws in the
world that one is only allowed
to mount bumpers softer than
the original one. The prohibition of bull bars is
ridiculous. Safety is only an
excuse. The real threat comes
from other factors such as
drink-driving and speeding.
There is lack of adequate
evidence that bull bars
on 4WDs would cause
We fit bull bars in 4WDs not damages to people on
because of beauty, but road.
because they can protect our
engines in the event of an
accident.
Most bull bars are shock absorbing.
Research has shown that they can
protect pedestrians and drivers by
preventing the engine from breaking
into the driver’s compartment. Bull
bars are not ‘killing or severely
injuring pedestrians in low speed
accidents’ as claimed by the
government.
Other materials have been used to make bull bars besides
steel and iron. More are made of aluminium and plastics.
They are now designed not only for occupant’s protection,
but also considering the safety of other road users.
Do you think it is reasonable
to say ‘since usage of 4WDs
and bull bars are increasing,
a law should come into
force’? 4WDs themselves do
not harm the society, right?
New Physics at Work 87
 STS B8 Class: Name: Date:

Discussion
S T S activity

1 According to the association, what are the main factors affecting the
injury in car accidents?
speed of vehicles

vehicle size (and weight)

condition of the driver (e.g. drunk-driver), etc

2 Do you agree with the arguments put forward by the association?

Answers vary among Ss.

3 What is the main cause of the conflict between the government and
the 4WD owners?
There is lack of comprehensive data on bull bars in the whole vehicle population. It is

impossible to draw detailed and convincing conclusion with respect to the road injuries

caused by bull bars.

4 Do you think we should ban the use of bull bars in vehicles? What can
be done to make a better decision?
Answers vary among Ss. Do more research to find out if bull bars actually affect the

injury outcomes in car accidents.

88 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS B9

Game

B9 Crossword puzzle: mechanics

S T S activity
Related topics: This puzzle uses the words you learnt in this section. See if you can
Mechanics (Ch 4–8) complete it and see who is the fastest to complete it.

a j
D C
g
I M O
1 2
D I S P L A C E M E N T T E R M I N A L

T T S
3 d 4
S C A L A R R E S U L T A N T E

N V E R

C E per V
5
E R S E L A S T I C

A E T

G C I
6e 7 l
E V E L O C I T Y S T O P P I N G

E N N R
i
C D I of A

T N M V
8 k
O A C C E L E R A T I O N C I

R R M O T
h
F T E M Y
c 9
F F R I C T I O N N P
f
O P E A T E

R O E U N
10
C T \ M A S S
11 b
P O W E R E B A
12
O N E W T O N T

R T D E
13
K I N E T I C Y D

© Oxford University Press 2003 New Physics at Work 89

 STS B9 Class: Name: Date:

Across Down
S T S activity

1 Position change, which has both size and a The length of the path you traveled.
direction. displacement
b Work
__________ = force in the direction of
2 terminal
During free fall, the object attains the __________ displacement × displacement
speed when it stops accelerating and falls with a
c force
The __________ in a string is called tension.
constant speed.
d Overall displacement over total time taken is
3 The quantity that can be described by
average velocity.
equal to __________
magnitude only. scalar
e The quantity that requires both magnitude and
4 When an object is acted on by more than one
direction for a complete description. vector
force, the combined force that causes the object
resultant force.
to accelerate is referred to __________ f When you lift a box up, the box will gain
potential energy.
gravitational __________
5 If the total kinetic energy of a system conserves
elastic
in a collision, the collision is said to be ________. g The SI unit for speed. metre per second

6 The rate of change in position h A __________

free -__________
body diagram shows all the
(displacement). velocity forces acting on an object.

7 Stopping
_______ distance = thinking distance + braking i The tendency of a body to maintain its state of
distance rest or of constant speed along a straight line. inertia

8 The rate of change of velocity. acceleration
9 It arises whenever an object slides or tends to
slide over another object. friction
10 The resistance or inertia to change a body’s state
of rest or uniform motion is positively related to
the body’s __________.
mass
11 The rate at which energy is transferred or work
is done. power
j m1u1 + m2u2 = m1v1 + m2v2 ; this is the formula
conservation of _____________.
for the law of _____________ momentum
k compensated if
The runway is said to be friction-_____________
a trolley moves down it at a constant speed
when given a sharp push.
l Without other force, an object that is thrown in
gravity of
air falls because they are under the __________
the Earth.

12 The scientist who proposed the three laws of

motion; his name is adopted as the unit of force. Newton

13 kinetic
When an object’s speed increases, its __________
energy increases as well.

90 New Physics at Work © Oxford University Press 2003