One-DimensionalMotionwithUniformAcceleration
2011-09-20 17:27:00   来源：网络资源    双击单词自动翻译

　　The variable　represents the object’s position at t = 0. Usually,　= 0.　　You’ll notice there are five equations, each of which contain four of the five variables we mentioned above. In the first equation, a is missing; in the second, x is missing; in the third, v is missing; in the fourth,　is missing; and in the fifth, t is missing. You’ll find that in any kinematics problem, you will know three of the five variables, you’ll have to solve for a fourth, and the fifth will play no role in the problem. That means you’ll have to choose the equation that doesn’t contain the variable that is irrelavent to the problem. 　　Learning to Read Verbal Clues　　Problems will often give you variables like t or x, and then give you verbal clues regarding velocity and acceleration. You have to learn to translate such phrases into kinematics-equation-speak:When They Say . . .They Mean . . .

　　“. . . Starts from rest . . .”

　　“. . . Moves at a constant velocity . . .”a = 0

　　“. . . Comes to rest . . . ”v = 0

　　Very often, problems in kinematics on SAT II Physics will involve a body falling under the influence of gravity. You’ll find people throwing balls over their heads, at targets, and even off the Leaning Tower of Pisa. Gravitational motion is uniformly accelerated motion: the only acceleration involved is the constant pull of gravity, –9.8 m/s2 toward the center of the Earth. When dealing with this constant, called g, it is often convenient to round it off to –10 m/s2.　　Example

　　A student throws a ball up in the air with an initial velocity of 12 m/s and then catches it as it comes back down to him. What is the ball’s velocity when he catches it? How high does the ball travel? How long does it take the ball to reach its highest point?

　　Before we start writing down equations and plugging in numbers, we need to choose a coordinate system. This is usually not difficult, but it is vitally important. Let’s make the origin of the system the point where the ball is released from the student’s hand and begins its upward journey, and take the up direction to be positive and the down direction to be negative.　　We could have chosen other coordinate systems—for instance, we could have made the origin the ground on which the student is standing—but our choice of coordinate system is convenient because in it,　= 0, so we won’t have to worry about plugging a value for　into our equation. It’s usually possible, and a good idea, to choose a coordinate system that eliminates . Choosing the up direction as positive is simply more intuitive, and thus less likely to lead us astray. It’s generally wise also to choose your coordinate system so that more variables will be positive numbers than negative ones, simply because positive numbers are easier to deal with.　　What is the ball’s velocity when he catches it?　　We can determine the answer to this question without any math at all. We know the initial velocity,　m/s, and the acceleration due to gravity,　m/s2, and we know that the displacement is x = 0 since the ball’s final position is back in the student’s hand where it started. We need to know the ball’s final velocity, v, so we should look at the kinematic equation that leaves out time, t: